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LIBRARY OF CONGRESS 



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Hollinger Corp. 
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1919 
Copy 1 



DEx D ARTMENT OF THE INTERIOR 

BUREAU OF EDUCATION 



BULLETIN, 1919, No. 10 



EDUCATIONAL WORK OF THE 
CHURCHES IN 1916-1918 



[Advance Sheets fiom the Biennial Survey of Education, 1916-1918] 




WASHINGTON 

GOVERNMENT PRINTING OFFICE 

1919 






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MAY 



3 1919 






EDUCATIONAL WORK OF THE CHURCHES. 



Contexts. — Education under religious auspices, by B. Warren Brown — Christian day 
schools of the Lutheran Church, by W. C. Kohn — Education in the Methodist Episcopal 
Church, by Henry H. Meyer — Southern Baptists and education, by J. W. Cammack — 
Educational work of the Protestant Episcopal Church, by William E. Gardner — 
Latter-Day Saints' schools, by Horace H. Cummings — Roman Catholic schools, by 
Patrick J. McCormick. 



EDUCATION UNDER RELIGIOUS AUSPICES. 

By B. Warren Brown, 
Survey Secretary, Council of Church Boards of Education. 

In previous reports to the Bureau of Education it has been im- 
possible to give any comprehensive view of Christian education in 
the United States because, while the religious forces expended have 
been very great, there has been no unity or system worthy of the 
name. Only independent and scattered statements from a few re- 
ligious organizations have been available. It is not claimed that the 
material included here summarizes the work of a perfected system 
of religious education, but- there are many evidences of a growing 
group consciousness among the educational activities of various 
churches. The Council of Church Boards, of Education is a con- 
spicuous example. 

The lack of proportion in our present aggregate of church insti- 
tutions points significantly to the fact that their development was 
genetic rather than logical. Christian colleges existed before State 
institutions were founded; indeed, some State universities were 
originally under denominational control. We have inherited, there- 
fore, a curious alternation of church and State control in higher 
education. Religious schools were strongly intrenched before any 
system of common or secondary education had been devised, so that 
the church system is very highly developed at the top, but depends 
chiefly on the State for primary and secondary training. Again, 
various denominations, each acting independently, founded and en- 
dowed schools, taking into account mainly their local and denomina- 
tional situations, but without considering the relation of school to 
school or of one church organization to another. The result has been 
an over supply of church institutions in some parts of the country and 
inadequate facilities elsewhere. Out of these conditions is growing 

3 



4 BIENNIAL SURVEY OE EDUCATION, 1U16-18. 

at the present time a new consciousness of the relationship of one 
religious body to another in the educational field, of the higher to ' 
the lower grades of religious instruction, and of the combined church 
activities to the public-school system. This awakening is a most 
encouraging sign of progress. It is not a disparagement of the past. 
The traditions of Christian education in. this country are the object 
of intense gratitude and pride. This new consciousness is a part 
of the growing " time-spirit " in which we are seeing things in larger 
units and closer relationships. 

EXTENT OF THE PRESENT SYSTEM. 

Out of the total population of 103,000.000 people, there are in the 
United States 40,515,126 communicants or members of some religious 
faith. As only 143,000 are members of Jewish bodies, practically 
all of these are in Christian organizations — some 15,000,000 Catholic 
and the remainder Protestant. Church population is usually esti- 
mated at more than twice the membership, so that this may be 
regarded as essentially a Christian countiy, in which the religious 
forces are powerful. 

Institutions, — The educational system controlled by these forces is 
estimated as follows: 195,276 Sunday schools, with 19,951,675 pupils; 
about 7,500 parochial schools, with 1,626,123 pupils (90 per cent 
Catholic) ; 1,586 high schools or academies, with 103,829 students 
(55 per cent Catholic) : 41 junior colleges, 395 four-year colleges and 
universities, with a total attendance in 1916-17 of approximately 
120,000 students; and 164 schools of theology. In addition to these 
definite grades of instruction there are many miscellaneous insti- 
tutions conducted in part by boards of education and in part by 
mission boards. The activities of 10 denominations alone out of the 
Protestant group include 13 training schools; 11 seminaries (un- 
graded), for women; 107 orphanages, with grade-school instruction; 
228 schools for Negroes; 3 for Indians; and a score of other miscel- 
laneous institutions. To these should be added, also, the " mountain 
white " schools conducted by the churches and the night schools for 
immigrants under the Young Men's Christian Association. 

However, church interests in education are by no means as coher- 
ently related as might be inferred from the above statements. There 
is comparatively little connection between the higher and lower 
branches of this system. Up to the present time the Sunday school 
has had only a slight relation to the church preparatory school, 
college, or seminary. The Lutherans, for example, have many week- 
day religious or parochial schools for children, but relatively small 
interests in the field of higher education. Many Protestant denomi- 
nations have large holdings in the field of higher education, but prac- 



EDUCATIONAL WORK OF THE CHURCHES. 5 

tfcally no week-day schools of secondary and primary grade. It is 
apparent, therefore, that our religious education is dependent on the 
public-school system for any connected or logical sequence of 
instruction. 

Cooperation with public schools. — As church institutions by no 
means cover the educational field, there has been a growing disposi- 
tion to provide religious instruction for the youth of the church who 
attend State institutions. It is an acknowledged fact that more stu- 
dents of leading denominations go to the State universities than to 
their own church colleges. It has been further demonstrated this 
year that between 70 and 75 per cent of the students now in State 
universities are members of some church. Obviously, the churches 
having shut out religious instruction from these institutions by law 
are under obligation to supply this teaching independently. The 
situation is being provided for along three definite lines : 

(1) Paid secretaries are maintaining the Christian associations in 
State institutions. The membership thus secured averages about 40 
per cent of the student body. 

(2) Religious workers are placed in State institutions by the dif- 
ferent denominations. In this way $57,000 was spent last year by 
four denominations. 

(3) Bible chairs or schools of religion are maintained. By means 
of these credit is allowed for religious instruction properly super- 
vised and nonsectarian. 

The Catholics maintain chapels, the Episcopalians church clubs, 
the Disciples and Methodists Bible chairs, and the Presbyterians 
religious workers. 

Movements are under way, also, to cooperate with the public-school 
system in the field of secondary education. The development of a 
graded system with teacher training in the Sabbath schools and par- 
ticularly the framing . by agreement among the denominations of 
satisfactory courses in the materials of religion have made possible 
Ihe crediting of this work in the high-school curriculum. This plan 
in various forms has been tried with considerable success, especially 
in North Dakota, Colorado, and the State of New York. 

A further attempt to correlate church- and State education is the 
promotion of week-day religious instruction. The most interesting 
efforts of this sort to make church instruction somewhat more sys- 
tematic than is possible in the Sabbath schools, adjusting the hours 
and program to the schedule of the public schools, are found in 
Maiden, Mass., and Gary, Incl. A movement similar in effect is the 
daily vacation Bible school project, which has developed extensively 
during the past two years. The usual course is a daily session cover- 
ing five weeks. During 1917 there were 600 schools in 97 centers, 
with an attendance of 64,000 pupils, in addition to separate schools 



6 BIEXNIAL SURVEY OF EDUCATION, 1016-18. 

conducted by the Presbyterian denomination alone. This organiza- 
tion has been somewhat stronger in 1918 and in some localities the 
Presbyterian and international associations have joined forces. 

Coordinating agencies. — For the most part, church interests in 
education have grown spontaneously rather than through outside 
control and supervision. During the past few years, however, there 
has been a steady trend toward centralization. Twenty of the lead- 
ino- denominations now have definite boards of education and others 
are considering closer organization. Man}' of these boards are highly 
systematized and exert a powerful influence for education in 
their constituency. Their combined budgets for 1918 amounted to 
$1,500,000. 

Recognizing the fundamental unity of their interests, these boards 
in 1911 united in a Council of Church Boards of Education. In 
1914 the council organized the Association of American Colleges, 
which now numbers 230 standard institutions. Several denomina- 
tions also have separate associations of their own colleges. The 
Council of Church Boards of Education, working in conjunction 
with the Association of American Colleges, the Christian Associa- 
tions, the organization of Church Workers in State Institutions, the 
Eeligious Education Association, the International Sunday School 
Association, and the Commission on Christian Education of the 
Federal Council of Churches, is now in a position to coordinate more 
fully the large educational interests of Protestant bodies. It is, 
of course, recognized that the Catholic interests have long since been 
highly organized. 

HIGHER EDUCATION. 

Professional training. — Although some universities under denomi- 
national control have many professional departments, the church 
makes no claim to the field of technical professional education other 
than for the ministry and missions. In this field it has a virtual 
monopoly. Replacing the present ministry and providing for reason- 
able o-rowth calls for the addition of at least 4,500 ministers each 
year. To train this number of recruits there were, in 1915, 1G4 theo- 
logical schools. The Protestant schools offer, as a rule, three-year 
courses, and the Catholic schools six-year courses. Some 86 Prot- 
estant seminaries maintain a reasonable standard of professional 
education, the remaining Protestant schools offering work of some- 
what lower grade for foreign-speaking candidates. Sixty-seven 
seminaries of eight leading denominations have total assets, includ- 
ing plant and endowment, of $31,295,000. or about one-half of the 
total assets of all the seminaries in the field. Correspondence 
schools and summer institutes, especially in the South, provide a 
partial substitute for seminary training. There has also been a 



EDUCATIONAL WORK OF THE CHURCHES* 7 

marked increase in the loan funds at the disposal of seminaries and 
boards of education to assist needy students. However, the number 
of students graduated by all theological schools approximates only 
2,500 per year, or about one-half the annual demand. The remainder 
must be supplied from students who fail to complete the seminary 
course or enter the ministry directly from college. The problem of 
securing professional religious workers is consequently a problem 
of increasing attendance at the seminaries. The war greatly com- 
plicated the situation by cutting down seminary attendance 12 per 
cent during the past year, and in particular reduced the number 
in the entering classes. Losses during the coming year will be even 
heavier. With all due allowance for consolidation of churches and 
a larger average congregation per minister, the reduction of the 
number of trained leaders at a time when the supply is only 50 per 
cent adequate constitutes a serious menace to the future strength of 
the ministry. 

The question of the proper content of theological instruction 
was greatly complicated by the war. During the past few years 
there was a uniform demand among all churches for a highly trained 
ministry and the standards of ordination in the various communions 
was steadily raised. There is no disposition at present to lower 
standards, but the desire is widespread to make theological training 
respond more directly to the essential needs of the time. Two im- 
portant conferences on this subject were held during tke year, the 
former including representatives of all Baptist seminaries and the 
latter a more general conference called in August, 1918, by Harvard 
University. 

Liberal arts colleges. — At the present time the field of liberal arts 
is evenly divided between church and private institutions on the one 
hand and State institutions on the other. The former have a larger 
attendance and a greater number of schools, while the latter are 
growing more rapidly. At present there are affiliated with the 
various church boards of education 333 colleges and universities, 11 
recognized junior colleges, and 28 other colleges for Negroes. The 
total assets of these schools, together with Catholic institutions, are 
in excess of half a billion dollars and their combined income more 
than $25,000,000 per year. During the past four 3'ears their gifts 
for plant and endowment averaged almost $30,000,000 per year. By 
far the largest educational interests are controlled by the Presby- 
terian Church in the United States of America with 61 colleges, 
the Methodist Episcopal Church with 41 colleges, the Baptists with 
22 in the North and 38 in the South, and the Congregational 
Churches with 11 colleges and universities, including those his- 
torically related to the denomination. The total attendance of these, 
together with 62 Catholic colleges, was 120,000 students in 1915, 



8 BIENNIAL SURVEY OF EDUCATION, 1916-18. 

as compared with 83,000 liberal arts students in 93 State institutions 
for the corresponding year. The effect of the war, however, was to 
reduce college attendance on the average 18 to 20 per cent below the 
total for 1916-17. This reduction affected State and private in- 
stitutions equally. The loss in the beginning classes, however, was 
somewhat heavier in church than in State institutions. Thus far it 
has not been necessary to close the doors of any church colleges on 
account of the war, although some 10 or 12 preparatory schools have 
been discontinued. By the utmost economy, coupled with unusual 
exertions in the raising of emergency funds, colleges have been able 
to live practically within their incomes and to close the year 1917-18 
with relatively small deficits. This, however, is an achievement 
which could hardly be duplicated after another year of the war. 

RECENT PROGRESS. 

Standardization. — The tendency in recent years to define sharply 
the different grades of education and to standardize institutions has 
been shared by the various church authorities. At the present time 
the three main branches of the Presbyterian Church, the two Metho- 
dist bodies, the United Brethren, and some of the smaller denomi- 
nations have definite requirements for grading their schools. In 
particular, the Methodist Church, South, has greatly cleared the 
situation in its territory by sharply defining and classifying junior 
colleges. The Association of American Colleges has taken the lead 
in formulating the specifications of an efficient college and is now 
defining college efficiency on the financial side. The Religious Edu- 
cation Association, with the cooperation of the Council of Church 
Boards of Education, classified the Bible department in all of the 
higher institutions with a view to improving the standard, and the 
council has further promoted conferences for standardizing the 
Biblical instruction within those departments. 

Financial campaigns. — It became evident some years ago that to 
realize the standards defined, larger endowments and incomes were 
indispensable. The past three years have therefore seen a remark- 
able group of campaigns among different denominations to promote 
their educational resources. The denominations of these boards 
affiliated wifrh the council have been in the field for an aggregate of 
$100,000,000. Of this amount the Disciples and Baptists, North, 
have now raised nineteen and a half million dollars. The most 
notable campaign has been handled by the Methodist Episcopal 
Church, completing on July 4, 1918, a jubilee fund of $27,000,000. 

Even greater efforts are now projected for the immediate future. 
The Southern Baptist denomination has blocked out a campaign for 
$15,000,000 during the next five years; the Southern Methodist 
Church is committed to an educational campaign for $13,000,000 for 



EDUCATIONAL WORK OF THE CHURCHES. 9 

colleges and $10,000,000 additional for its two universities. The 
Presbyterian Church in the United States of America is projecting 
plans for campaigns totaling almost $75,000,000, in which education 
will have a large share. A similar movement is under way in the 
Presbyterian Church in the United States (Southern). It is, there- 
fore, evident that church .standards of education, so far as they can 
be attained through financial strength, are in a fair way to be realized, 
and we are passing out of the period in which a denominational 
school because it is small is to be reproached with inadequate facili- 
ties for a well-rounded education. 

War service. — During the past year the colleges with all they 
possessed were absolutely at the disposal of the Government. Stu- 
dents were encouraged and even urged to enlist. Some 45,000 col- 
lege students left school almost immediately and more than 1,000 
faculty men, including a score of college president, entered war 
service of some sort. College incomes were reduced more than 
$2,000,000 through the loss in tuition and institutional costs increased 
an equal amount through rise in prices. In so far as they could secure 
military instructors, the Christian colleges introduced military train- 
ing. The larger institutions were active in scientific research con- 
nected with the war, and all rendered valuable service in campaigns 
for the Red Cross, Young Men's Christian Association, liberty loans, 
recruiting, and to an even greater extent in interpreting the spiritual 
meaning of the struggle. On the other hand, all educational leaders 
recognized fully that the channels of trained leadership for the future 
should not be completely blocked and efforts were redoubled to 
maintain the essential lines of education. 

Cooperation. — The most significant tendency of the year, greatly 
stimulated by the war, was the increasing cooperation of all the in- 
terests in the field of religious education. Within particular de- 
nominations there was a definite tightening of the bonds uniting 
educational institutions. During the year the Episcopal board 
strengthened its college department ; the Presbyterian Church in the 
United States of America consolidated its various educational inter- 
ests under a single board; the Methodist Church, South, expanded 
the work of its board of education and organized its colleges in an 
association ; and the Reformed Church in America projected a survey 
of its educational interests. 

The extent of interdenominational cooperation may be estimated 
from the activities in which the various churches have joined forces. 
At the present time colleges of most of the Protestant denomina- 
tions, together with many Catholic schools, are combining much of 
their advertising under the leadership of the Council of Church 
Boards of Education, various State associations of colleges, and 
State Councils of Defense, and the National Council on Education, 
106405°— 19 2 



10 BIENNIAL SURVEY OF EDUCATION, 1916-18. 

which conducted an emergency campaign from Washington during 
the summer of 1918. The various church boards of education have 
combined their educational survey work and investigation in a 
single department. A new publication, the American College Bulle- 
tin, now serves as a medium of contact between interests in this field. 
A considerable venture in cooperative purchasing has also been de- 
veloped b}' the Association of American Colleges. The same organi- 
zation has secured scholarships for some 220 French girls distributed 
among American colleges. The American College Bureau, a co- 
operative agency for securing teachers, is in operation. In short, 
all the agencies of this field are working together in a wa}' never 
before deemed possible. 

These and other cooperative activities have been furthered by a 
number of important educational conferences during the year. The 
Council of Church Boards of Education, the Christian Associations, 
and the Church Workers in State Universities held a joint meeting 
at the beginning of the year to consider religious work in State in- 
stitutions and united in the organization of a Nation-wide cam- 
paign to accomplish the Northfield -program for Bible study. There 
have been special gatherings of those interested in college Bible de- 
partments, standards of Sunday school work, cooperative purchas- 
ing, preparation for the ministry, and the relation of the colleges to 
the Avar. Indeed, it is safe to say that there has been more impetus 
toward close educational cooperation among different religious 
bodies during the past two years than in the entire previous genera- 
tion. 

THE FUNCTION OF CHURCH EDUCATION. 

The drawing together of the educational programs of religious 
bodies formerly independent naturally raises the question of the 
extent to which they hold a -similar conception of their educational 
responsibilities. The educational activities of the churches seem to 
agree fundamentally on the following principles: 

11 Religious instruction is necessary to a complete education. As 
such teaching is legally excluded from public schools, Christian in- 
stitutions of learning and facilities for religious training at State 
institutions are necessaiy to supplement the public system. 

2. The education necessary to the achievement of the Christian 
program must provide (a) trained church leaders; (b) denomina- 
tional centers of influence; (c) educational facilities where the pub- 
lic schools do not reach; and (d) conservative influence on secular 
education. 

It is not probable that any religious denomination would take ex- 
ception to the general substance of these principles. Indeed, there 
is a very strong tendency on the part of the leaders in secular edu- 



EDUCATIONAL WORK OF THE CHURCHES. 11 

cation to indorse them without qualification. It is generally rec- 
ognized that church schools have contributed to our total system 
of education a moral tone which would have been impossible under 
purely secular control. There is less disposition than ever before to 
bring about a mere duplication of educational facilities as between 
church and State and, on the other hand, a far stronger tendency to 
secure from each type its highest contribution to the Nation. Un- 
doubtedly, means must be found by which greater continuity of re- 
ligious and moral instruction from the lower to the higher stages 
of the educational system may be secured. However, the cordial 
relations among church bodies and between church and public edu- 
cation provide a much easier approach to that problem than has been 
possible for many years. 



CHRISTIAN DAY SCHOOLS OF THE LUTHERAN CHURCH. 

By W. C. Kohn, 

President, Concordia Teachers College, River Forest, III. 

The Christian day school constitutes the foundation of the Luth- 
eran educational sj^stem in the United States. The basis of this sys- 
tem is the principle that religion is the most important object of 
human interest and concern. The children of today are the men of 
the church and the state in the future. The future of the church and 
of the state will depend upon the training and the education of the 
children in the present. 

The Christian day school is a voluntary enterprise of a Lutheran 
congregation whose members, constrained by nothing but- their own 
personal convictions based on scriptural truth, vote to establish and 
maintain a school in their parish. With the adoption of such resolu- 
tion they mutually agree to send their children to that school. They 
select and call the teachers, build and equip the schoolhouses, and 
assess themselves for the support of the teachers and the main- 
tenance of the schools. 

The congregation is the owner of the schools, and has full control 
over them. This is a very important point. It asserts for the con- 
gregation the right of supervision. The pastor is the supervisor of 
the school, of both teacher and pupils. His supervision extends over 
relioious instruction and over secular branches in so far as thev are 
means of training. As branches of learning and knoAvledge,, secular 
studies are under the supervision of the congregation, and this 
supervision is generally exercised by a school board. 

In a few instances a so-called " school society " is organized by 
the members of the congregation, who alone contribute to the erec- 
tion and maintenance of the school, leaving the institution, however, 
under full control of the congregation. 



12 BIENNIAL SURVEY OF EDUCATION, 1916-18. 

Since the Lutheran doctrine concerning the means of grace, that 
the Word of God is the incorruptible seed through which the soul 
is born again, and the firm conviction that education does not mean 
only the acquiring of knowledge of fundamental subjects, but is 
mainly the building up of an honest Christian character, which can 
not be done except under the continual influence of the scriptural 
Christ ideal, this makes it imperative for the members of the congre- 
gation to insist upon an early and thorough instruction of the young. 

The parents are expected to send their children to the Christian 
day school in preference to an} 7 other, although such attendance is 
not made compulsory, moral and religious persuasion being the only 
methods employed in dealing with indifferent parents. 

The basis on which the Christian day school is organized is the 
same as that of the public school in all its details, except that it 
devotes the first hour of each da} 7 to religious instruction and that 
all secular branches are taught in the spirit of the Holy Writ. The 
material used in the religious instruction is: Bible reading, Bible 
stories, Luther's small catechism with proof texts and explanations, 
Church prayers, and the most important Lutheran hymns. The text- 
books on secular subjects are either those used by the public school 
or such as are published by the educators of the church, written in 
harmony with the doctrinal truths of the church. The medium of 
instruction is mostly English. The religious instruction is graded 
similar to that of secular topics. In the first three grades the 
children are taught simple Bible stories, the text of the chief parts 
of Luther's small catechism, and several morning and evening 
prayers. In the fourth and fifth grades an additional number of 
Bible stories with application to experiences in the child's life, a 
supplement of proof texts, and Lutheran hymns are taught. The 
sixth, seventh, and eighth grades comprise a thorough repetition of 
the entire catechism. Bible stories with a brief survey of the first 
three centuries of church history, and an intense study of the 
Reformation. 

The greatest number of the Christian day schools in the larger 
cities are accredited by the educational authorities. 

The spirit prevailing in the schools of the synodical conference 
is patriotic in the true sense of the Avoid. The education of the 
teachers vouchsafes a spirit true to its government. 

THE TEACHER OE THE CHRISTIAN DAY SCHOOL. 

It lias been customary in the synodical conference and other 
Lutheran bodies since the past 70 years to draw the teachers from 
their own rank and file. The teachers of the Christian day schools, 
as well as the pastor, who is ex-officio superintendent of the school in 



EDUCATIONAL WORK OF THE CHURCHES. 13 

his parish, are continually on the lookout for bright boys in their 
schools. Having found a strong, healthy, and studious lad they try 
to convince him and his parents of the necessity of good educators. 
On the decision of both the parents and the boy he is sent to one of 
the normal schools of the church. The sy nodical conference has 
three such schools, one at Seward, Nebr., for the West, another at 
Eiver Forest, 111., which is large, modern, and exceedingly well 
equipped, and the third at New Ulm, Minn. At these institutions 
tuition is entirely free; all expenses for salaries, equipment, and re- 
pairs are defrayed by the synod body. Ways and means are found 
to support even indigent students. 

The institution at Seward has an enrollment of 135, and Concordia 
Teachers' College, at River Forest, 225 students ; New Ulm has 98. 

These colleges offer a high-school course of four years, and a nor- 
mal divinity course of two years. Entrance requirements for the 
normal courses are 20 credits of high-school work. The courses are 
as follows: Isagogics, sacred history, church history, expositions in 
dogmatics, pedagogy, psychology, teacher's course in music, English, 
German, practical teaching in training school, mathematics, general 
science, general biology, nature study (including field work), chem- 
istry, geography, physiography, physiology, and music (harmony, 
organ, and piano). The object of such education is not only to offer 
the student an opportunity to obtain a general education but also to 
train him in the practical, technical, and vocational work which the 
profession of a religious teacher requires. For the achievement of 
this aim a training school is connected with the colleges, where the 
members of the senior class are given ample opportunity to observe 
and to practice the art of teaching religion and the secular branches 
under the immediate supervision of two competent critic teachers. 
This training offers the students special advantages, because there 
they are confronted with actual school conditions, and are led and 
directed to meet these conditions according to the most approved 
methods, thus making a practical study of school conditions, school 
administration, school methods, and school children. At the same 
time they continue with their regular studies. This correlation be- 
tween practice teaching and class-room study of great subjects 
strengthens and broadens each part of a professional course and helps 
the normal teacher to keep his classwork in close touch with the every- 
day work of the schools and adapt it more fully to the practical needs 
of the student. 

Before the student enters the last year he is given an opportunity 
to serve as supply or substitute teacher in different schools. He is 
required to do consecutive work in some specific grade of a large 
school, or practice work in all grades in a country school. If his 
work as substitute is efficient he enters the class of candidates, and 



1-4 BIENNIAL SURVEY OF EDUCATION, 1916-18. 

if his work continues to be satisfactory he is recommended as a per- 
manent teacher at the end of the school year. 

The institution at Kiver Forest, 111., has a fine museum, with 
an abundance of museum material, located centrally in order to be in 
close connection with the classrooms. The material is not used for 
the sake of satisfying the visitors' curiosity, but for educative pur- 
poses. 

In order to acquaint the students with the best talent in art, weekly 
lectures and recitals (song, organ, and piano) are given them by well- 
known artists. This tends to spur the students onward, and gives 
them a wider range and an idea of the achievements which can be 
reached. 

For the teaching of science a complete chemical laboratory is 
equipped, ready for use at all times. 

For the instruction in music and for practicing, 8 pipe organs and 
20 pianos are at the disposal of the students at regular periods, 

COURSES OF STUDY. 

The college offers a high-school course of four years and a normal 
divinity course of two years. Entrance requirements for the normal 
course are 20 credits of high-school work. 

In the high-school department the following courses are given : 

English : Units. 

General literature 1 

American literature 1 

English, literature 1 

Composition and rhetoric 1 

German : 

3: Modern prose and poetry. Elementary composition and grammar^ 1 

4: Advanced prose and poetry. Advanced grammar 1 

5: Study of German classics. Essay course 1 

G: Outline of German literature, from earliest times to Heine, Theory 

of composition 1 

7: Study of Schiller, Goethe, Herder, Lessing, etc., The modern essay_ 1 

Mathematics : 

Advanced arithmetic 1 

Algebra (to quadratics) 1 

Algebra (through quadratics) $ 

Plane geometry 1 

History : 

Ancient i 

Medieval and modern _: 1 

.United States (advanced course) 1 

Biblical 1 

General science t 

General biology 1 



EDUCATIONAL WORK OF THE CHURCHES. 



15 



Units. 

Nature study 1 

Chemistry | 

Geography 1 

Physiography 1 

Elementary dogmatics 1 

Music (harmony, organ, and piano) lh 

One unit credit is the equivalent of 150 class periods of 60 minutes. 
The Normal Divinit} T Department offers the following courses : 



Pedagogy : 

History of education. 

Principles of education. 

Psychology. 

Methods. 
Teachers' courses: 

Reading. 

Grammar. 

German. 

Arithmetic. 

History. 

Penmanship. 

Drawing. 

Catechetics. 



Courses in literature and rhetoric: 

American. 

English. 

German. 
Isagogics. 
Sacred history. 
Church history. 
Expositions in dogmatics. 
Teachers' course in music. 
Practice teaching in the training school. 



IMPROVEMENT OF TEACHERS. 

Since the last four years agencies for the improvement of teachers 
both during the period of preparation and while in office have been 
increasing in efficiency and in number. One of the most potent is the 
" Teachers Conference." The synods have divided their territories 
into districts, and the teachers within each district form a conference, 
the attendance of this conference being obligatory. These confer- 
ences convene from two to four times annually. In their meetings 
they follow the plan of intensely discussing one or two topics, assign- 
ing one speaker to present an outline of the problem or topic. When 
this paper has been read, the discussion is opened to those voicing 
different opinions. It is evident that this will concentrate the at- 
tention of all to the topic under discussion and enable every one to 
render an intelligent decision when at the close of the discussion the 
proposal for adoption or rejection of the essayist's views is passed 
upon by vote. Each year these district conferences send one or more 
representatives to a general conference which convenes annually in 
one of the larger cities, ,and in which topics concerning the national 
welfare of the Christian day schools are ventilated. The Missouri 
Synod has appointed a committee or an editorial staff which pub- 
lishes a pedagogical magazine, " Schulblattj" monthly in the interest 
of the school and the teacher. 



16 BIENNIAL SURVEY OF EDUCATION, 1916-18. 

Lutheran normal colleges reported at the beginning of the year 
1018 are as follows: 

Wartburg Teachers' Seminary, Waverly, Iowa (Iowa Synod), 11 teachers, 
158 students. 

Lutheran Normal School, Madison, Minn. (United Norwegian Church), 9 
teachers, 157 students. 

Lutheran Normal School, Sioux Falls, S. Dak. (Norwegian Synod), 11 
teachers, 210 students. 

Immanuel Lutheran Normal, Greensboro, N. C. (colored; Synod Conf.), 4 
teachers, 5G students. 

Concordia Teachers' College, River Forest, 111. (Missouri Synod), 13 teachers, 
231 students. 

Lutheran Teachers' Seminary, Seward, Nebr. (Missouri Synod), 9 teachers, 
152 students. 

Evangelical Lutheran Normal School, Woodville, Ohio (Ohio Synod), 5 
teachers, 62 students. 

At various other colleges, seminaries, and academies of the Luth- 
eran Church bodies normal courses are given for the preparation of 
teachers for the Christian day schools. 

THE OFFICE OF THE CHRISTIAN DAY SCHOOL-TEACHER. 

The teacher of the Lutheran clay school is called as an assistant 
to the pastor, and before he enters upon his duties he is installed 
in the capacity of a " regular " minister of religion, whereupon he 
takes the oath of office that he will well and truly conform to the 
principles of religion as quoted in the official Hand Book, Confes- 
sions, and Holy Writ as taught by said synod. And as such it is his 
regular and customary vocation to teach the principles of religion 
to the children of the congregation which called him. His duties 
further consist in teaching and preaching in regular catechetical and 
Sunday services and in conducting the reading service in the absence 
of the duly ordained pastor. Thus the teacher not only makes the 
teaching of the principles of religion his life vocation, but he is 
primarily engaged in teaching such principles to the children of the 
congregation. Where the congregation is too small to engage an 
assistant pastor to look after the spiritual welfare of the children 
and young people this duty devolves upon the duly ordained minister. 
For this reason — that he is principally engaged in religious work 
assisting the pastor in taking care of the spiritual welfare of the 
children — he is looked upon by the synod, as well as by the individual 
congregation, as a regular minister of religion. 

SCHOOL BUILDINGS. 

Within the past 15 years the Lutheran Church bodies have made 
remarkable improvements in school buildings of cities and large 



EDUCATIONAL WORK OF THE CHURCHES. 3 7 

towns, as well as in buildings for country schools. Many of them are 
approaching the ideal schoolhouse. Every site selected must be a 
location comparatively level and situated so that it can be kept dry, 
with enough space for a good playground. 

super visiox. 

Besides the supervision exercised by the congregation and its 
pastor, the Lutheran Church has elected a general board to improve 
upon its entire school system, and each district has elected a super- 
visory board for the supervision of the schools in its territory. The 
district board is in close connection with the general board, and 
must make semiannual reports. In some localities the following 
system prevails: Each synodical district, comprising one or two 
States, has elected boards whose duties are to inspect schools, to hear 
appeals concerning school matters, to see that the curriculum and the 
lesson schedule adopted by the church are carried out so that the 
aim set for the school is achieved, to make a summary of the statistics, 
to oversee the educational work in their locality, involving about 15 
schools, and to make the necessary reports to the district boards. 

The second administrative unit is the district board. This board 
receives the reports of the local boards, and improves upon a uni- 
form curriculum and schedule by comparing the reports from the 
various localities. In some instances, such as in the northern Illinois 
district of the Missouri S} 7 nod, a superintendent of schools is elected, 
who is chosen by popular vote at the district convention. It is his 
duty to visit the schools, examine the teachers, call institutes, hear 
appeals in school matters, and superintend the educational interests 
of the districts. In all districts there is a board which cooperates 
with the superintendent. 

- statistics. 

According to the reports offered by the representatives of the dif- 
ferent synods of the Lutheran Church the status of the Lutheran 
parochial school is as follows : 

The German Iowa Synod reports 416 schools, 52 teachers, 400 pastors teach- 
ing in school, 14,130 pupils, 38,847 members, and 128.219 communicant members. 

The Lutheran Free Church reports 210 schools, 255 teachers, and 6,500 pupils. 

The Joint Synod of Ohio and other States reports 281 schools, 109 teachers, 
9,391 pupils, 200 pastors teaching in school, 206,198 members, and 139,015 com- 
municant members. 

The United Synod in the South has no Christian day school. It has a mem- 
bership of 73,510 and a communicant membership of 53.226. 

From the General Synod no Christian day school has been reported. Its 
baptized membership is 474,740, and its communicant membership is 364,072. 

The General Council is composed of 13 synods, with 610 schools, 747 teachers, 
and 24,605 pupils. Its baptized membership is 760,441, and its communicant 
membership 531,978. 

106405°— 19 3 



18 BIENNIAL SURVEY OF EDUCATION, 1916-18. 

The Eilson's Synod reports 6 Christian day schools, G pastors teaching In 
school, 300 pupils, baptized membership 1,567, communicant membership 1,232. 

The Danish Lutheran Church reports 84 schools, 84 teachers, 2,230 pupils, 
21,491 baptized members, and 14,463 communicant members. 

The German Immanuel Synod has reported no change from the last issue, 
in which she stands with 15 schools, 15 teachers, and 823 pupils. 

From the Icelandic Synod and the United Danish Lutheran Church no 
parochial school work has been reported. 

The Finnish Suoni Synod reports Gl schools, 65 teachers, 3,998 pupils, 32,541 
baptized members, and 16,511 communicant members. 

The Norwegian Lutheran Church of America reports 853 schools, 1,283 teach- 
ers, 50,371 pupils, 485,000 baptized members, and 300,000 communicant members. 

The Synod of Missouri, Ohio, and other States reports 2,213 schools, 1,173 
pastors teaching in school, 1,450 teachers, 96,737 pupils, 1,000,914 baptized 
members, and 613,798 communicant members. 

The Wisconsin Synod reports 250 schools, 173 teachers. 16,412 pupils, bap- 
tized membership 190,946, communicant membership 155,261. 

The Minnesota Synod has 120 schools, 41 teachers, 11,593 pupils, 37,537 bap- 
tized members, 26,319 communicant members. 

The Michigan Synod has 76 schools, 27 teachers, 6,S37 pupils, 23,124 baptized 
members, and 12,121 communicant members. 

The District of Nebraska has 25 schools, 11 teachers, 1,210 pupils, 7,815 
baptized members, and 5,969 communicant members. 

The Slovak Synod reports 30 schools, 6 teachers, 1,614 pupils, 12,970 bap- 
tized members, 8,570 communicant members. 



EDUCATION IN THE METHODIST EPISCOPAL CHURCH. 

By Henry H. Meyer, • 

Editor of Sunday School Publications. 

The Methodist Episcopal Church emphasizes the importance of 
educational work. It holds that the individual to be a useful mem- 
ber of society must have high ideals of life and conduct and must 
possess the ability to act in accordance with those ideals both for 
the sustenance of his own life and for the service of mankind. 

PARISH INSTRUCTION. 

At the foundation of the whole plan is the educational work in 
the local parish. The general conference of the church has made 
provision for the maintenance of a board of Sunday schools whoso 
duties are "to found Sunday schools in needy neighborhoods; to con- 
tribute to the support of Sunday schools requiring assistance; to edu- 
cate the church in all phases of Sunday-school work, constantly en- 
deavoring to raise ideals and improve methods; to determine the 
Sunday-school curriculum, including the courses for teacher train- 
ing and, in general, to give impulse and direction to the study of the 



EDUCATIONAL WORK OF THE CHURCHES. 



19 



Bible in the church." For the year 1917 the board reported 36,302 
Sunday schools with a staff of officers and teachers of 414,480 and 
a total enrollment of 4,679,943. In each case the figures were the 
highest in the history of the church. 

The textbooks and periodicals furnished by the Methodist Book 
Concern show improvement both in variety and quality. A com- 
plete carefully graded course of study is now provided for pupils of 
all ages, a three-year course of training for prospective teachers and 
officers is available, and there is an increased supply of literature 
dealing with special aspects of religious education. These publica- 
tions have a circulation of 5,000,000, of which 343,000 are for 
teachers. Special attention has been given to the interpretation to 
the pupils of present world conditions. Twelve lesson courses of 
study have been ptrepared and widely distributed on the topics of 
" World Democracy " and " Marshaling the Forces of Patriotism." 

An important educational work is carried on by the Epworth 
League through its study classes and institutes and especially by 
means of its plan whereby every league member is assigned to some 
definite task in the service of the church and the community. 

SCHOOLS AND COLLEGES. 

The Board of Education of the Methodist Episcopal Church holds 
an advisory relation to all the Methodist Episcopal schools and col- 
leges, which are, as far as possible, independent and self-supporting. 



Institutions. 


Num- 
ber. 


Grounds, 

buildings, and 

equipment. 


Endowment. 


Annual 
income. 


Debt. 


Faculty. 


Students. 


Colleges, universities, 
theological seminaries, 
etc 


49 
39 
20 


$27, 968, 503 
4,268,311 
2,075,450 


$29, 203, 490 

1,759,238 

746, 442 


$4, 893, 997 
641,803 
404, 906 


$1,521,262 

372.001 

15,000 


2,506 
431 
333 


38,661 


Negro institutions 


7, 343 
6, 0(H) 


Total 


108 


34,312,264 


31, 709, 170 


5, 940, 586 


1, 898, 263 


3,270 


52, 010 







Much of the endowment of the schools and colleges is secured 
through the cooperation of the board of education. In some cases 
direct gifts of money are contributed to the annual income, out of a 
fund which the board maintains for that purpose. During the year 
1917 a total of $43,030.43 was granted to schools. 

Through the university senate the church exercises its power to 
maintain standards of endowment, equipment, and scholastic work 
in the colleges and schools. The senate consists of 16 college presi- 
dents. Created in 1888, it is believed to be the first organization for 
standardizing colleges in America. 



20 BIENNIAL SURVEY OF EDUCATION, 1916-18. 

Iii order that a Methodist Episcopal institution may be listed as a 
college it must satisfy five principal requirements : 

1. A four-year preparatory course for entrance to the freshman 
class. 

2. Four years of college work leading to the bachelor's degree. 

3. A faculty of not less than six teachers giving time exclusively 
to college, as distinguished from preparatory or professional school 
work. 

4. Not less than 50 students regularly enrolled in the four college 
classes. 

5. A minimum of $200,000 of productive endowment over and 
above annuities and debts. 

SECONDARY SCHOOLS. 

During the biennium 1915-1917, 39 secondary schools were affil- 
iated with the board. Institutions of this class do not progress rap- 
idly, since the advance and expansion of public high schools supplies 
so well the increasing demand for secondary education. There is 
nevertheless a constant need which the public high school can not 
fill. Children whose parents are dead, or divorced, or constantly 
traveling, or who are made sensitive by slight mental and physical 
defects must receive personal care in their education. Therefore the 
board includes in its responsibilities the support and encouragement 
of secondary schools. 

The total faculties include 431 members. Total attendance for the 
school year ending in June, 1917, was 7,343. 

Fifteen schools at widely separated points in the southern moun- 
tains are a direct charge and not merely under the board's super- 
vision. Extension of education among the Highlanders of the South 
is a field of activity assigned b}^ the general conference of 1908. 
These southerners were never slaveholders. Turning to the moun- 
tains from a love of hunting and adventure, or driven there to avoid 
the fate of the poor whites, they fell into poverty and isolation, from 
which but feAv have ever emerged. 

The board of education furnishes in this section both institutions 
and the means of attending them. 

Funds for the support of schools are taken from the public edu- 
cational collection, of which one-fifth is paid to the board, while the 
remainder goes directly to the local Methodist institution. 

PROGRESS IX TWO TEARS. 

Comparing the same 49 colleges, universities, and professional 
schools, in the reports for June, 1915, and June, 1917, they pro- 
gressed in every direction : 



EDUCATIONAL WORK OF THE CHURCHES. 



21 





Grounds, 
buildings, and Endowment, 
equipment. 


Income. 


Debt. 


Faculty. 


Students. 


June, 1915 


$25, 563, 330 
27, 968, 508 


$28, 075, 359 
29, 203, 490 


$4, 280, 632 
4,893,997 


$2, 837, 356 
1,521,262 


2,411 
2,506 


33, 528 


June, 1917 


38,661 






Difference 


2,405,178 1.128.131 


613, 365 


1,316,094 


95 


5,133 











In two 3'ears the equipment, buildings, and grounds have advanced 
nearly two millions and a half, the paid-in endowment more than a 
million, and the annual income more than half a million, while the 
indebtedness is reduced a million and a quarter. The combined 
faculties have gained 95 members, and the student enrollment shows 
an increase of over 5,000. 

The increase in endowment during this period can not be judged 
merely from the above tables, which represent actual sums paid in. 
In addition the educational jubilee, under leadership of this board, 
had subscribed np to June, 1917, something over nineteen millions, 
though exact figures are not available until the close of the campaign 
in 1918. 

THE STUDENT LOAN FUND. 

An important function of the board is the administration of the 
student loan fund, by which 2,062 students received financial aid 
in 1917. With a few exceptions, only persons studying in schools or 
colleges of the church may receive loans. The fund is derived from 
the annual Children's Day collection in the churches, which in 1917 
totaled $99,000. The church, therefore, contributes nearly $100,000 
each year to the cause of education in addition to the public educa- 
tional collection. 

The loan fund began operation in 1873; since then in all 21,935 
students have received loans. 

Of the 2,062 aided last year, the intended callings are: 

Ministry 828 

Missionary „ 133 

Ministry and missionary 28 

Teaching 536 

Other callings 537 

Total - 2, 062 

The loans bear no interest if paid within five years after gradua- 
tion. As soon as money is returned it goes into the available fund 
and is loaned out again. 

NEGRO EDUCATION. 

Special work for colored people in the Southern States is under 
the care of the Freedmen's Aid Society of the Methodist Episcopal 
Church. For this purpose the following institutions have been 



22 BIEXNIAL SURVEY OF EDUCATION, 1916-18. 

established: Gammon Theological Seminary, Atlanta, Ga. ; Meharry 
Medical College, Nashville, Tenn. ; Flint-Goodridge Hospital and 
Nurse Training School, New Orleans, La. ; Bennett College, Greens- 
boro, N. C. ; Claflin College, Orangeburg, S. C. : Clark University, 
Atlanta, Ga. ; Samuel Huston College, Austin, Tex.; New Orleans 
College, New Orleans, La.; Rust College, Holly Springs, Miss.; 
George R. Smith College, Sedalia, Mo. ; Philander Smith College, 
Little Rock, Ark. ; Walden College, Nashville, Tenn. ; Wiley Col- 
lege, Marshall, Tex. ; Central Alabama Institute, Birmingham, Ala. ; 
Cookman Institute, Jacksonville, Fla.; Gilbert Industrial Institute, 
Baldwin, La.; Haven Institute, Meridian, Miss.; La Grange Acad- 
emy, La Grange, Ga.; 1 Morristown Normal and Industrial College, 
Morristown, Tenn.; and Morgan College, Baltimore, Md. Princess 
Ann Academy and Virginia Collegiate and Industrial Institute, 
Baltimore, Md., are two schools affiliated with the last-named insti- 
tution. 

At Bennett College, Claflin College, Clark University, Samuel 
Huston College, New Orleans College, Rust College, Philander 
Smith College, Walden College, Wiley College, and Morgan College, 
college preparatory, high school, academic, and normal training are 
carried on extensively, with a small college course for a few of the 
students who feel that they need the larger preparation either for 
entrance into professional schools or for the higher grades of teach- 
ing. 

At Central Alabama Institute, Cookman Institute, Gilbert Indus- 
trial Institute, Haven Institute, Morristown Normal and Industrial 
College, George R. Smith College, Princess Anne Academy and Vir- 
ginia Collegiate and Industrial Institute until recently at Lynch- 
burg, Va., now at Baltimore, Md., primary and grade work, with 
high school, academic, college preparatory, and normal training are 
carried on. At many of the schools primary and grammar classes 
are kept up, partly for teacher-training purposes and partly to sup- 
plement the insufficient facilities for colored children provided in 
the public schools. 

Industrial departments arc maintained at Claflin College, Samuel 
Huston College, Gilbert Industrial Institute, and Morristown Nor- 
mal and Industrial College. Agriculture including gardening is 
taught at Bennett, Claflin, Samuel Huston, George R. Smith, Wiley, 
Central Alabama, Gilbert, and Morristown. 

The curriculum for all of these schools is prepared by the Freed- 
men's Aid Society and approximates the requirements for similar 
grades in schools generally throughout the country. Of necessity 
the same standards can not be maintained as in those sections of the 
country where teachers have been trained for generations, and the 

1 The property is used by the public school. 



EDUCATIONAL WORK OF THE CHURCHES. 23 

school systems have the advantages of modern libraries. Neverthe- 
less, everywhere there is the purpose to advance the standards of pro- 
motion and graduation up to the highest requirements of the best 
schools anywhere throughout the country. Grade records are kept 
in all the schools and promotion is entirely on the basis of the work 
accomplished. 

The entire attendance at all of these schools last year was 5,864. 
The cost of maintenance for the year 1916-17 was $436,034.30, of 
which the Freedmen's Aid Society contributed $130,360.03. The 
balance was in student fees, board bills, and the contributions of the 
colored conferences in which the institutions are located. 

DEACONESS SCHOOLS. 

The general deaconess board of the Methodist Episcopal Church, 
in addition to supervising the deaconess work throughout the church, 
carries on important educational work. There are now in successful 
operation 56 deaconess homes, 25 hospitals, 23 mission and settle- 
ment houses, 11 training schools, 23 rest and summer homes, 6 homes 
for the aged, 8 children's homes, 11 girls' homes, 1 boys' school, 2 
girls' schools, and 1 boys' and girls' school. These institutions are 
located in 89 different cities and towns of the United States and 
represent property and endowment of $8,270,143. 



EDUCATIONAL WORK OF THE METHODIST EPISCOPAL CHURCH, 

SOUTH. 

By W. E. Hogan, 

Assistant Secretary, Board of Education. 

Exclusive of a score or more schools which the Home Department 
of the Board of Missions maintains for dependent and delinquent 
girls, and for children of foreign-speaking people, the educational 
institutions of this church, within the United States, are as follows : 
Universities, 2 ; colleges of liberal arts, 29 ; Junior colleges, 24 ; acad- 
emies, or secondary schools, 26; mission and missionary training 
schools' 4; total, 85. The value of the grounds, buildings, and equip- 
ment of these 85 institutions is $15,641,244. The amount of their 
combined endowment is $8,985,874. Their gross assets are therefore 
$24,627,118. The annual income of these institutions was last year 
$2,140,714. The total enrollment was 19,736. 

CLASSIFICATION AND STANDARDIZATION. 

Although the Methodist Episcopal Church, South, has been one 
of the pioneers among the denominations in providing the necessary 



24 BIENNIAL SURVEY OF EDUCATION, 1916-18. 

boards and commissions for standardizing and classifying its edu- 
cational institutions, it was not until within the last two years that 
this work has been done with anything like completeness or satisfac- 
tion. As early as 1898 the church, through its General Conference, 
created what is known as the commission on education. This com- 
mission is composed of 10 practical educators appointed quadren- 
nially, whose duty it is " to protect the educational standards of the 
church." At least once in four years this commission meets and 
issues a carefully prepared report in which it prescribes the mini- 
mum requirements as to admission and graduation standards, teach- 
ing force, income, and endowment to be demanded of the several 
classes of institutions. To the board of education of the church 
is then committed the task of ascertaining the financial condition 
and the equipment, as well as the amount and quality of the work 
done in all the educational institutions, and to classify each accord- 
ing to the relation of its equipment and the quality of its work to 
the standard established by the commission. Like all other agencies 
which have undertaken the work of classifying a number of col- 
leges differing so widely in material equipment and academic stand- 
ards, the board has found this to be a very difficult task. The com- 
mission would fix quadrennially definite and specific requirements to 
be demanded of the different classes of institutions of the church, but 
because of the large number of institutions organized as four-year 
colleges but unable to meet the college standards, provision was made 
for carrying temporarily a list of " unclassified institutions." Al- 
though this work of correlating and organizing its schools into one 
harmonious system was carried on by the church through its board 
of education and its commission on education with more or less 
success for a number of years, and this list of " unclassified institu- 
tions" gradually grew smaller, it was not until the General Con- 
ference of 1914 that legislation was enacted which made possible the 
classification of all the schools of the church. 

It is interesting to note that the junior college movement assisted 
materially in making possible the complete elimination of the list 
of "unclassified institutions." Although the commission had made 
no provision for the junior colleges up to 1914, a dozen or more of 
the colleges of the church were attempting only two years of college 
work, the freshman and the sophomore, and were calling themselves 
junior colleges. The sixth report of the commission, issued in Au- 
gust, 1914, prescribed definite standards for academies, junior col- 
leges, colleges, theological seminaries, and universities, and gave ex- 
plicit directions that every institution of the church should be placed 
in one of the classes and that this classification, based on the new 
requirements and standards, should be made not later than the sum- 



EDUCATIONAL WORK OF THE CHURCHES. 25 

mer of 1916. Accordingly in September, 1916, the board of educa- 
tion, with great care, made a thorough classification of all the insti- 
tutions of the church. The elimination of the list of meaningless 
" unclassified institutions " has been therefore one of the important 
educational achievements of this church during the last two years. 

THE CORRESPONDENCE SCHOOL. 

A unique feature of the educational work of the Methodist Episco- 
pal Church, South, is the correspondence school which the board of 
education has maintained for 16 years. The purpose of this school is 
to give instruction through correspondence to the j^oung preachers 
pursuing the four-year courses of study required of them for admis- 
sion into annual conferences. During the 16 years of its operation 
this correspondence school has proven to be a most valuable agency 
for the training of preachers. It gives instruction annually to about 
1,000 young preachers. Heretofore these men have not been re- 
quired to take their conference courses of study through the corre- 
spondence school, although they were strongly urged to do so. But, 
beginning with the conference year 1918-19 all of the young preach- 
ers must take their annual conference courses of study through this 
school. This will increase the enrollment about 50 per cent. At 
present (July, 1916) the instruction is given by the members of the 
faculty of the Candler School of Theology of Emory University. 
But the General Conference this year authorized the board of educa- 
tion to divide the work of the school between the two universities 
of the church, so that the territory east of the Mississippi River will 
be served by the Candler School of Theolog}^ at Atlanta, Ga., and 
that west of the Mississippi by the School of Theology of Southern 
Methodist University at Dallas, Tex. The work will continue to be 
done under the general supervision of the board of education, but 
instruction is to be done by members of the faculty of the two schools 
of theology. 

RELIGIOUS EDUCATION. 

Along with other denominations, this church recognizes the increas- 
ing importance of distinctively religious education. During the last 
two years the board of education has made surveys of the religious 
instruction provided in the institution of the church and the need 
for religious education of students in State institutions. As never 
before, the church's obligation to provide for the religious education 
of all its children and youth is being recognized by both educators 
and churchmen. The increased emphasis which is being placed upon 
this important work by the Methodist Episcopal Church, South, is 
106405°— 19 4 



26 BIENNIAL SURVEY OF EDUCATION", 1916-18. 

shown by the recent establishment of the following new agencies for 
promoting religious education as distinct from secular education : 

1: A joint committee on religious education. — This committee con- 
sists of 10 members, 5 appointed from the Sunday school board 
and 5 from the board of education, and to it has been committed 
the duty of promoting specific religious instruction in the educa- 
tional institutions of the church. 

2. Annual conference commission on religious education in State 
institutions. — Provision has this year been made for the creation in 
each of the 40 annual conferences of a commission for the purpose of 
providing for the religious education of students in State institutions. 
Upon the approval of the annual conference, this commission is em- 
powered to employ a director of religious education at those charges 
in which are located State institutions. The five annual conferences 
in Texas and the three in Missouri had already begun this work at 
the seats of the universities of these States even before this commis- 
sion was provided for, and the authorities of the church and of the 
universities have been w T orking in perfect harmony and genuine 
cooperation. 

3. Secretary of department of ministerial supply and training 
and of religious education. — For some years the board of educa- 
tion has maintained a department of ministerial supply and train- 
ing to which a secretary has given all his time. But the proposed 
division of the work of the correspondence school and the election of 
a director at each of the two schools of theology w T ill relieve this 
secretary of much of his w r ork, so far as it relates to ministerial 
training. The board has, therefore, elected him to the office of w ' sec- 
retary of ministerial supply and training and of religious educa- 
tion," with the understanding that he is to give practically all of his 
time to questions pertaining to ministerial supply and religious edu- 
cation. Beginning with the college year 1918—10, therefore, the 
board is to have a secretary to whom is committed the specific task 
of promoting distinctive religious education in colleges of the church, 
in State institutions, and wherever else he deems it practicable. 

AID TO NEGRO EDUCATION. 

This church does not own and control outright any Negro school, 
bid jointly with the Colored Methodist Episcopal Church it owns 
Paine College, Augusta, Ga. In addition to its contributions to this 
school the church has also been making small annual donations to five 
or six of the schools belonging entirely to the Colored Methodist 
Episcopal Church, In recent years approximately $-20,000 have been 
given annually through the board of education and the home de- 
partment of the board of missions to Negro schools. Much more 



EDUCATIONAL WOEK OF THE CHURCHES. 27 

than this amount was given in response to appeals at annual confer- 
ences and elsewhere, but that has been the amount officially and defi- 
nitely set aside for certain specific work in Negro schools. 

But the General Conference of 1918 was much more responsive to 
the educational needs of the Negro than any previous General Con- 
ference has been. The program which the General Conference of this 
year has laid out includes: (1) An animal assessment upon the entire 
church of $55,250 for colored work, one half of which is to be admin- 
istered by the board of education. and the other half by the board 
of missions. (2) The missionary centenary movement, which pro- 
poses to raise $35,000,000 in the church within the next five years, 
carries with it a program of about $1,000,000 for the religious wel- 
fare of the Negro, about $100,000 of which is to go to Paine College 
and $250,000 is to be distributed equally among five other educational 
institutions of the Colored Methodist Episcopal Church. 

CAMPAIGX FOR ENDOWMENTS AND PLANT IMPROVEMENTS. 

In his annual report to the Board of Education in 1917 the corre- 
sponding secretary called attention to the financial needs of the 
whole educational field of the church and made certain specific 
recommendations for meeting these needs. After making a detailed 
analysis of the prsent educational situation, he declared it to be i; of 
the greatest importance that the debts of our schools be paid; that 
endowment sufficient to insure to them at least a moderate annual in- 
come be secured, and that their buildings be made reasonably ade- 
quate." He recommended that the board endeavor to secure from 
the General Conference of 1918 the following action: (1) Fix a 
definite minimum sum as required to meet the educational needs for 
the next four years, request the church to contribute said sum, and 
authorize the educational forces to collect it. (2) Provide for an 
agency to apportion to each institution the amount which it should 
receive. (3) Provide for an agency whose duty it shall be to 
eliminate or combine superfluous schools in case it appears that such 
action is necessary. (4) Provide for an organization under whose 
general superintendency an educational forward movement shall be 
conducted. 

The board thereupon directed that its corresponding secretary 
obtain detailed information from the institutions themselves as to 
the amounts necessary for them to secure " to enable them to carry 
on their work successfully." This direction was carried out with 
much care, and the secretary's quadriennial report to the General 
Conference in May, 1918, gave an itemized statement of the need 
of the several institutions. Not including the two universities the 
aggregate amount which the institutions need, according to their 
reports to the board of education, is $13,208,655. The two uni- 



28 BIEXXIAL SURVEY OF EDUCATION, 1916-18. 

versities reported that the)' should have within the next four years 
additional resources amounting to $5,000,000 each. Becognizing the 
fact that to carry out successfully any movement to secure the 
$23,000,000 needed to strengthen the institutions of the church would 
require the cooperative effort of all available agencies and that such 
cooperation would be impossible without the proper organization, the 
General Conference of 1918 enacted the following legislation looking 
to a great educational forward movement. 

1. A church-wide campaign to raise $13,000,000 for the schools and 
colleges of the church was approved and ordered. This campaign 
is to be " conducted under the general supervision of the General 
Conference board of education in cooperation with annual conference 
boards of education and college trustees." 

2. A campaign for $10,000,000 for the church's two universities— 
$5,000,000 for Emory University, at Atlanta, Ga., and $5,000,000 for 
Southern Methodist University, at Dallas, Tex. — was indorsed and 
ordered. The immediate conduct of this campaign was lodged in 
the boards of trustees of the two universities. 

3. The organization of an educational association among the 
schools, colleges, and universities of the church. This association 
has already been organized. Its purpose is to foster the cause of 
Christian education, and it is expected that it will render invaluable 
aid in the conduct of the financial campaigns which have been 
ordered. 

4. The. board of education was authorized, if it deems wise, to 
make provision for a commission on consolidation to which shall be 
given " authority to investigate and advise with reference to the 
correlation, elimination, or consolidation of any educational institu- 
tion or institutions of our church wherever one or more annual con- 
ferences request the board of education for such assistance." 

There has been no more important achievement in the educational 
history of the last two years of this church than the securing of this 
legislation which makes possible the necessary organization and ma- 
chinery for a unified, cooperative church-wide financial campaign for 
the endowment and plant improvement of all those institutions of 
learning which the best educational thought of the church believes 
should be maintained and strengthened. 



EDUCATIONAL WORK OF THE BAPTIST CHURCH, NORTH. 

By Frank W. Tadelfokd, 

Eweoutive Secretary Board of Education. 

The educational interests of the Northern Baptists are fostered by 
two denominational agencies, the board of education and the Amer- 
ican Baptist Home Mission Society. The latter owns and directs 



EDUCATIONAL WORK OF THE CHURCHES. 29 

the schools for Negroes and Indians. All other educational interests 
are directed by the board of education. The denomination, as such, 
however, does not own or control its schools for the American whites. 
They are all under the direction of boards of trustees, most of which 
are self -perpetuating. While the denomination supports and fosters 
many schools, it wishes them to be free from denominational control. 

The Baptists of the North have 8 theological seminaries, 9 train- 
ing schools mostly for preparing ministers for non-English- 
speaking churches, 22 colleges, 10 junior colleges, and 20 academies. 
These institutions enroll 28,286 students, have property worth 
$31,525,203 and endowments of $49,084,299. 

The Baptist Church, North, owns and controls through its Home 
Mission Society 23 schools for the Negroes of the South, 13 being of 
college grade and 10 of secondary grade. It owns one school for the 
higher education of the Indians and several for elementary educa- 
tion. It also conducts one school in Cuba and one in Porto Rico. 
The total attendance at the missionary schools is 8,073, of whom 
2,396 are receiving some form of industrial training and 444 are 
preparing for the ministry. These school properties are valued at 
$1,454,000. 

In 1915 the denomination adopted a program of advance for a 
five-year period. The educational items in that program are as fol- 
lows : " Student pastors in 25 universities, 15,000 Baptist students in 
colleges and universities, 1,000 Baptists students in theological semi- 
naries, and $6,000,000 additional equipment and endowment for our 
schools at home and abroad." Until our entrance into the war the 
church was making rapid progress in the attainment of each of these 
goals, but the war has caused a serious setback. We had student pas- 
tors or assistants in 19 universities. The exact number of Baptist 
students in colleges was unknown, but we had 17,841 students in our 
Baptist colleges. The number of students in our theological institu- 
tions was 997. There has been a serious decrease in all these direc- 
tions as a result of the war. 

The financial program of the Church for its schools has not been 
seriously affected as yet. During the three years 1915-1918 there have 
been added to the funds of our institutions $10,568,094. Thus in 
three years we have surpassed the goal set for five years. During the 
year 1917-18 the additions have amounted to more than $3,500,000. 

The most important development of the last two years has been the 
decision of the board of trustees of the University of Chicago to 
found a graduate medical school of the highest grade. The origi- 
nal foundation for this school will be $15,000,000, a half of which 
had been subscribed when war was declared. The project is only 
temporarily delayed by the war. It is the intention of the trustees 
to found the school at the earliest possible moment. The Middle 



30 BIEXXIAL SURVEY OF EDUCATION, 1016-18. 

States will then have a graduate medical school of the grade of Johns 
Hopkins. 

During the past year another consolidation has taken place in 
Iowa. Union College, located at Des Moines, which is a result of 
the consolidation two years ago of Central University and Des 
Moines College, has now absorbed Highland Park College and pur- 
chased its property in Des Moines. This has assured one strong in- 
stitution in the place of three weaker ones. 

The board of education has just embarked upon a project to raise 
a large fund, the interest of which shall be devoted for a period of 
live 3'ears following the close of the war, or so long as may be neces- 
sary, to assisting Baptist boys who have been in the Army and Navy 
in completing their education. Large numbers of boys left for the 
war with their education only partially completed. Many of them 
will wish to return and the church intends to assist them in finish- 
ing their education. 

The Baptist Church, North, has maintained an increasingly ex- 
tensive work among the Negroes of the South since the days of their 
liberation. «The most important of its institutions are Spelman 
Seminary for girls at Atlanta, Ga., with an enrollment of 780; Bene- 
dict College at Columbia, S. C, with an enrollment of G9-A; Shaw 
University, Raleigh, N. C, an institution with fill collegiate depart- 
ment and several graduate schools, with an enrollment of 402. The 
one school for the higher edn cation of the Indians is Bacone College 
at Bacone, Okla., with an enrollment of 266. 

The church maintains schools for training ministers for the new 
populations in America among the Danes, Hungarians, Norwegians, 
Russians, Slovaks, Swedes, and Germans. 



SOUTHERN BAPTISTS AND EDUCATION. 

By J. W, Cammack, 

Secretary, Education Commission of the Southern Baptist Convention. 

In the 17 States which cover the territory of the Southern Baptist 
Convention are more than two and three quarter million white Bap- 
tists who are enrolled in the churches. A number of their colleges 
were founded around the year 1825. In their organized educational 
work Southern Baptists were preceded by the Northern Baptists, who 
founded Brown University in 1761: and who gave to Harvard Uni- 
versity its first president. For many years Southern Baptists shared 
the poverty which was general in the South. Many of their members 
arc in the rural districts and very much of whatever progress has 
been made in rural free schools in the South has been due to the 
initiative of Baptist country pastors and to the voluntary gifts, in 
addition to the school levy, from Baptist men and women. 



EDUCATIONAL WORK OF THE CHURCHES, 31 

THEOLOGICAL SCHOOLS. 

For the training of ministers and mission workers Southern Bap- 
tists have the Southern Theological Seminary at Louisville, Ky., the 
Southwestern Theological Seminary at Fort Worth, Tex.; and the 
Baptist Bible Institute at New Orleans, La. The first of these has 
more male students than an}' other theological seminary in this 
country, the number, in 1917, being 32*2. The institute at New 
Orleans opened its first session in September, 1918. In the other two 
institutions, in 1917, were 474 men and 217 women; the latter were 
taking training for mission and social settlement work. Their prop- 
erty was valued at $1,100,000 and the endowment amounted to 
$1,645,000. 

COLLEGES AND UNIVERSITIES. 

Southern Baptists have 38 schools of college and university grade. 
Not all of these have reached the standard college grade, according to 
the Southern Association of Schools and Colleges, but are giving four 
years of college work be3~ond the standard high school. In these, in 
1917, were 399 male and 376 female teachers, and 5,433 male and 
6,851 female students. The property was valued at $8,503,493 and 
the productive endowment at $5,370,000. Their income amounted to 
$1,420,289. 

JUNIOR COLLEGES. 

A system of junior colleges, giving two years of standard college 
work, in addition to high-school courses, is being developed by South- 
ern Baptists. There are 15 of these, and in 1917 there were in them 
671 young men and 2,272 young women. Their property is valued 
at $2,000,000. Most of these schools are unendowed. Several* of 
them are supported in part, by annual gifts from the churches. 

ACADEMIES. 

Of the high-school grade, Southern Baptists have 77 institutions. 
These give from 14 to 17 units credit for work done, and prepare 
students for universities and colleges. In them, in 1917, were 5.851 
boys and 5,029 girls. Their property is valued at $2,335,250. 

ORPHANAGES. 

School work is done in 13 orphanages which are under control of 
Southern Baptists. In some of these the work is carried on up to the 
eighth grade, and some give four years of high-school work. In the 
schools of these institutions in 1917 were S77 bovs and 965 girls. 
Their property is valued at $2,000,000. Thus the total number of 



32 BIEXXIAL SURVEY OF EDUCATION, 1916-18* 

schools fostered and controlled by white Southern Baptists is 145. 
The total number of students is 28,640. The property value is $15,- 
093.000, and the endowment amounts to $7,343,000. 

PRESENT PROGRAM. 

At the last meeting of the Southern Baptist Convention, in May, 
1918, a program was unanimously adopted which definitely calls for 
the securing of $15,000,000 for new equipment and endowment for 
denominational schools within five years, and an enrollment in the 
schools of 35,000 students. A part of this program is to bring 25 of 
these schools up to the requirements of standard colleges according 
to the standards of the Southern Association of Schools and Colleges. 



EDUCATIONAL WORK OF THE PRESBYTERIAN CHURCH IN THE 
UNITED STATES OF AMERICA. 

By M. C. Allaben, 
Superintendent of Sehools, Woman's Board of Home Missions. 

The educational activities of the Presbyterian Church in the 
United States of America are for the most part covered by the reports 
of (a) the Woman's Board of Home Missions, (b) the Board of 
Missions for Freedmen, and (c) the College Board. The church is 
making contributions to the cause of education throughout the 
United States as well as in Alaska and Cuba and Porto Rico. Men- 
tion should be made of the fact that one boarding school, namelv, the 
Polytechnic Institute of Porto Eico, is under the Board of Home Mis- 
sions of the Presbyterian Church in the United States of America. 

The task of the Woman's Board of Home Missions is primarily to 
establish and maintain grammar and secondarv schools at strategic 
points throughout the United States, among communities deprived 
by location, race prejudice, environment, or for some other reason of 
the advantages of public-school education or Christian influence aud 
training. Through the mission schools established in such centers 
appeal is made to the moral and spiritual sides of life, and the result- 
ing tendency is almost invariably a general mental awakening and 
improved standard of living. The course of study followed in the 
mission schools is similar to that of the State public schools, with 
particular stress on industrial training, so that when boys and girls 
leave these schools they may be well equipped for the successful un- 
dertaking of life in a rural environment, both as useful citizens and 
as home makers. 

There are also Presbvterian schools in immigrant communities. 
These are controlled on a diiferent basis from the others, the work 



EDUCATIONAL WORK OF THE CHURCHES. 33 

being administered locally, although the funds pass through the 
hands of the board. 

The officers of the Woman's Board and the College Board are lo- 
cated at 156 Fifth Avenue, New York City ; the headquarters of the 
Board of Missions for Freedmen are 513 Bessemer Building, Sixth 
Street, Pittsburgh, Pa. 

The following is a resume of statistics of boarding and day schools 
of the Woman's Board of Home Missions: Boarding schools — com- 
missioned workers, 185 ; enrollment, 2,159 ; average attendance, 1,663 
Sunday- school scholars, 1,636; young people's societ}^ members, 866 
number united with church, 159; schools, 21. Day schools — com 
missioned workers, 33; enrollment, 1,145; average attendance, 748 
Sunday-school scholars, 508; young people's societ}^ members, 146; 
number united with church, 7; schools, 17. The figures for enroll- 
ment and average attendance are obtained from the annual reports 
covering the school vear 1916-17. All other statistics are for the 
calendar year 1917. 

The Board of Missions for Freedmen has for its task the greatest 
possible contributions toward the educational development of the 
Negro race in the South. This is a problem which has confronted 
the church ever since the emancipation of the Negro 50 years ago, 
until now it is concerned with more than 8,000,000 colored people, 
largely in rural communities, scattered throughout 13 States. When 
the fact is considered that 30 per cent of these 8,000,000 people are 
illiterate, it can readily be seen that the church is committed here to a 
most important work. 

The schools maintained by this board have a property value of 
approximately $1,100,000. 

Number of day schools 140 

Number of teachers in day schools 426 

Number of boarding schools 27 

Total number of schools 167 

Enrollment 18,108 

The College Board was organized by the General Assembly of the 
Presbyterian Church in 1883. It represents the church in its work 
and relations with educational institutions, including those of college 
and university rank, as well as academies and special schools. Its 
function is to aid in the establishing and strengthening of such insti- 
tutions. In this it differs from the board of education of the Presby- 
terian Church, the function of which is to aid students and to carry 
on religious work among Presbyterian students in tax-supported in- 
stitutions. 

Presbyterian colleges are so called for various reasons. Some are 
connected with the church by means of a charter provision requiring 
their trustees to be elected by an ecclesiastical body, such as a pies- 



34 BIEXNIAL SURVEY OF EDUCATION, 1916-18. 

bytery or synod, or that all or a part of the trustees be members of 
the Presbyterian Church. Sometimes both of these charter require- 
ments exist. 

The relation thus established between the church and the institu- 
tion is commonly called the " organic " relation. Other colleges 
called " Presb} T terian " are so by reason of historical associations and 
the fact that a majority of their students and friends have been 
members of this church. Among such institutions are Washington 
and Jefferson College, Hamilton College, Coe College, and others. 

The relation of the College Board to a Presbyterian college is an 
administrative or financial relation, not an ecclesiastical relation. 
This board gives out of its treasury from time to time whatever funds 
may be available toward the endowment or current support of cer- 
tain Presbyterian colleges needing such help. The number of such 
institutions thus aided varies from year to year. With other col- 
leges not receiving such financial aid the board sustains an advisory 
relation, counseling from time to time with boards of trustees or with 
presidents on matters of policy or administration. 

During the college year closing June, 1917, there were in the list of 
institutions sustaining the above relations with the College Board 
1 university, 44 colleges, 7 special and technical schools, o junior 
colleges, and 6 secondary schools. These institutions reported- a net 
total enrollment of 27,180 students; a total income for current ex- 
penses during the year of $4,446,936 : a total value of grounds, build- 
ings, and equipment of $21,370,088 : and productive endowment funds 
totaling $17,060,056. 



EDUCATIONAL WORK OF THE PROTESTANT EPISCOPAL CHURCH. 

i 

By William E. Gardner. 
General Secretary, General Board of Religious Education. 

The educational field of the Episcopal Church contains 12 theo- 
logical seminaries, 3 church colleges, 112 church preparatory schools, 
and 7,000 Sunday schools. There are no separate boards of educa- 
tion or independent controlling organizations in charge of these 
agencies. With the exception of the General Theological Seminary, 
located in New York, which is under the control of the General Con- 
vention of the Church, all the institutions are directed by boards of 
trustees that arc self-perpetuating or elected by diocesan conven- 
tions. 

To unify all the educational work, the General Convention, which 
meets once in three years, has authorized a general board of relig- 
ious education and committed to it the " unification and develop- 
ment" of all the educational agencies of the church. As the aboard 



EDUCATIONAL WORK OF THE CHURCHES. 35 

has been at work since 1913, a description of its organization and 
administration will represent the educational movements within the 
Episcopal Church. 

The board is organized into four departments : 

(1) The Department of Parochial Education studies and develops 
all the educational agencies within the parish, i. e., in Sunday schools 
(now called church schools), in the various efforts to stimulate Chris- 
tian ideals in the home, and in the educational opportunities in clubs, 
guilds, and societies maintained by the parish. 

(2) The Department of Secondar}^ Education surveys the stand- 
ards of religious education within the preparatory schools, organizes 
cooperation and conferences among the teachers and principals, and 
discovers the best methods of administration. 

(3) The Department of Collegiate Education aims to strengthen 
the student in loyalty to the church, to further his religious educa- 
tion by the study of Christianity and church life, and to train him 
for Christian leadership. This department accomplishes much work 
through a national student council organized and conducted by the 
professors, college pastors, and students. 

(4) The Department of Theological Education strives to raise 
the standards of the educational requirements for the ministry and 
to keep them in harmony with changing social conditions ; it devises 
and promotes plans for recruiting the ministry and encourages the 
establishment of financial aid in the form of scholarships and fellow- 
ships. 

All these departments call councilors to their aid. These are 
chosen because they are expert or practical workers in some particu- 
lar educational field. At all times there are at least 50 persons giving 
volunteer and expert service as councilors. 

Auxiliary to the general board and also organized by vote of the 
General Convention are eight provincial boards of religious educa- 
tion, one in each of the eight provinces of the church. These boards 
exist for the purpose of putting into operation the plans of the gen- 
eral board in so far as they are possible within the province, and to 
report to the general board educational conditions within the prov- 
ince. 

Within each of the hundred dioceses there is a diocesan board of 
education, or a commission or an educational committee. These deal 
with local problems and apply principles and methods recommended 
by the general board. 

With this view of the educational organization of the Episcopal 
Church, the following paragraphs will deal briefly with some of the 
activities which have commanded the attention and administration 
of these various boards. 



36 BIENNIAL SURVEY OF EDUCATION, 1916-18. 

CHRISTIAN NURTURE. 

A general unity of organization and purpose has been introduced 
into the course of studies in the church schools of the various parishes. 
A 'system of Christian education from the home through adolescence 
has been defined, published, and in a large measure accepted. It is 
called the Christian Nurture Series, because it is committed to two 
fundamental principles : First, it believes in putting the child in 
the center; in other words, it recognizes the law of growth as the 
highest, consideration. The plan of teaching is determined more by 
the kind of material capable of feeding the child's spiritual life than 
by the desire to have certain subjects studied. Secondly, the Chris- 
tian Nurture Series recognizes a training in religion which is more 
than mere teaching. This training includes, but does not end with, 
instruction in truth. There must be a development of loyalty to 
the church, a fostering of the inner spiritual life, and a constant 
practice in Christian helpfulness. 

Care has been taken to secure an orderly advance from course to 
course, each one being built upon previous instruction, and leading 
up to that which follows. Each lesson has a specific aim stated, 
and these aims in succession make a clearly defined pathway up which 
the child is led to the goal appropriate to each period of his develop- 
ment. 

On account of the great diversity in grading in various schools and 
dioceses, no attempt is made to assign certain courses to definite de- 
partments; as, for instance, primary, junior, and senior. Each 
school is left to make the adjustment for itself as to where one de- 
partment ends and another begins. Approximate ages at which the 
instruction is appropriate are suggested. 

The course is not Bible-centric. While all the valuable material 
in the Bible is ultimately placed before the pupil, there is a five-fold 
aim throughout the entire series; the study of the Scripture, training 
the memory, training in church loyalty, training in devotional life, 
and training in community service; all find place in each course, to 
the end that the young Christian is helped to give expression to his 
Christianity as he studies it. 

During 1917, 108,000 teachers and pupils studied this course. 

A BETTER EQUIPPED MINISTRY. 

The board has also given much attention to the new studies which 
should enter into the training of the minister in order that he might 
fulfill the new demands made upon the church. The General Con- 
vention of the Episcopal Church in 1916 instructed the board to 
make a study of the training of the minister and formulate such 



EDUCATIONAL WORK OF THE CHURCHES. 37 

new canons as the study would reveal to be necessaiw. The board 
committed the task to a council composed of men, some of whom 
were expert in theological education and others ministers in various 
types of communities, and therefore familiar with the new demands 
made upon the church by modern life. They proposed five principles 
upon which should be based any requirements for the education of 
the ministry. The first principle is that there should be a full nor- 
mal standard, formulated by the canons of the church, mandatory 
in character, put to the fore as descriptive of the church's mind, and 
expressed in simple and general terms intended to indicate subjects 
only. 

The second principle is that of electives. To the above normal 
standard should be added the requirement that each candidate for the 
ministry must offer some electives in order that some degree of 
specialization may take place in his preparation. 

The third principle has to do with a minimum standard, which 
shall be sufficiently low and elastic to meet all proper needs and con- 
ditions, but this standard must be reached by the process of obvious 
subtraction and departure from the full normal standard, and shall 
be strictly limited to well-defined special cases. 

The fourth principle defines these special cases to be (a) men of 
30 3'ears or over, (b) men of other race or speech, (e) men who desire 
to minister in a localized field. 

The fifth principle concerns the interpretation and definition of the 
subjects of examination and places the responsibility upon bishops 
and examining chaplains, with the advice and counsel of the general 
board of religious education. 

Around these five principles is gathered the discussion regarding 
the education of the minister and the method of his admission into 
office. The new canon will be presented to the general convention, 
which meets in Detroit in October, 1919. 

THE APPROACH TO STUDENTS. 

The Episcopal Church has approximately 500 professors and 
17,000 students in colleges and State universities. In order to reach 
these and make them feel that their period of academic study is not a 
period of separation from the church, the general board has organ- 
ized the national student council, which is the medium by which 
the church approaches the student with requests for study, wor- 
ship, missionary giving, and enlistment, and community service. In 
all the colleges and State universities are local oganizations of 
Episcopal students, in some cases affiliated with the Christian asso- 
ciation. These are called " units." A unit becomes a member of the 
national student council when it agrees to fulfil the following 
minimum program : 



38 BIENNIAL SURVEY OF EDUCATION, 1916-18. 

() Worship: The unit shall make provision for attendance at a church 
service once a week, which if possible shall be the holy communion, and shall 
also makie provision for a monthly corporate communion. 

(2) Religions education: The unit shall make provision for religious educa- 
tion under church auspices at least during Advent and Lent. 

(3) Church extension: The unit shall undertake to extend the church both 
in the college and throughout the world by personal prayer, work, and con- 
tributions. 

(4) Service: The unit shall provide opportunities for personal service 
in the church and in the community. 

(5) Meetings: At least four meetings of the unit shall be held each year. 

The advantages of this council are many: First, it unifies the 
approach of the church to the student. The appeals made by the 
various organizations of the church for the attention, interest, and 
investment of the student are rapidly increasing. By this national 
student council they come in an orderly process and receive at all 
times the best attention of the student. Secondly, the national 
student council is a democratic organization; its control rests with 
the students and with the members of the faculty, who are Episco- 
palians. These two groups always constitute a majority. And in 
the third place, the council makes no attempt to define the type of 
local organization. Any society within the college or any group of 
Episcopalians who are willing to fulfill the minimum program may 
be recognized as a unit. The emphasis is not on the organization, 
but an the plan of work. 

WEEK-DAT RELIGIOUS INSTRUCTION. 

The board is active in promoting week-day instruction in religion. 
For many years it has maintained a day school for religious instruc- 
tion in connection with the public schools of Gary, Ind. This is 
an experimental station. Here are tried out those methods of coop- 
eration with the public school which will render religious instruc- 
tion a part of the child's total education. This school has demon- 
strated that it is practicable to maintain a week-day religious school 
and that the children will attend such a school regularly and study 
as hard as in the public school. 

This experimental station has had a good deal to do with develop- 
ing public sentiment, which is more and more coming to sustain 
religious day schools cooperating with public schools. 

Closely related to the Gary experiment is the encouragement given 
to religious instruction by the credits offered in certain high schools 
throughout the land for work done in the Bible outside of school 
lime. The action of the Slate board of Virginia is typical, re- 
arrangements with the Universit}- of Virginia, an oflicial syllabus 



EDUCATIONAL WORK OF THE CHURCHES. 39 

of Bible study for high-school credits has been published and has 
become operative. -All Saints, Lakewood, N. J., and Grace Church, 
Grand Rapids, Mich., are types of parishes where arrangements have 
been made with public-school authorities so that the church conducts 
Bible study, for which credit is given in the public schools. 

SUMMER SCHOOLS. 

The general board through its provincial and diocesan boards 
has facilitated the movement of summer schools. In the summer of 
2918, 21 summer schools were held in various parts of the United 
States. A few were exclusively for clergy; the others were for 
church workers. In many cases in these summer schools courses are 
now given so that the work done may count for credits toward a 
diploma of the general board. Under this plan a portion of the work 
is done in summer schools and another portion through correspon- 
dence or home reading, with examination. 

TEACHER TRAINING. 

The war has revealed more clearly than ever before the need of 
spiritual leadership in the life of the Nation. In a thousand ways it 
has shown that spiritual ideals control mankind, that the conscience 
of a nation can be at its best only when the citizens of that nation 
recognize and obey the laws of God. These convictions have become 
the basis of a vast movement for the training of all the religious 
teachers of the youth of the land in homes and schools. In the au- 
tumn of 1918 the general board did its share in a large interdenomi- 
national campaign by which thousands of teachers were encouraged 
to begin the study of a standard course of teacher training, contain- 
ing 120 units, the completion of which would take three years. The 
unique feature of this standard course is its turning from the content 
of the Bible to the method of teaching Christianity. Such subjects 
as " How to teach the life of Christ," " How to teach the mission 
of the church," " How to train the devotional life," show conclu- 
sively that the church is seeking for definite methods in the accom- 
plishment of its spiritual work with the young. 

, EDUCATION AND THE WAR. 

Thronghtout the years of the war the board endeavored to stimulate 
widespread patriotic effort. The buying of Liberty bonds, of war- 
saving stamps, gifts to the Reel Cross, the Young Men's Christian As- 
sociation, and the Armenians and Syrian relief occupied the attention 
of the various institutions of the church. 



40 BIENNIAL SURVEY OF EDUCATION, 1916-18. 

Feeling the depression that would ultimately come over the coun- 
try as the casualty lists came in, the board published and issued a 
pamphlet entitled, " Studies in Religion for War Times." This was 
circulated among the clergy and teachers of the church with the in- 
tention of providing material to maintain spiritual morale in the 
midst of personal loss. 



LATTER-DAY SAINTS' SCHOOLS. 

By Hoeace H. Cummings, 
General Superintendent L. D. S. schools, 

I. HISTORY AND FUNCTION OF LATTER-DAY SAINTS' SCHOOLS. 

In Utah, as in New England, parochial schools preceded the pub- 
lic schools. True, our State university was founded, so far as the 
legislative act was concerned, in 1850, less than three years after the 
Utah pioneers arrived, but it did not perform its functions as a uni- 
versity until nearly a quarter of a century later. The common 
schools were supported by tuition entirely until the later seventies, 
and from 1875 until little more than a decade ago most of the high- 
school work outside of the two largest cities was done by our church 
schools. 

The reason for the maintenance of an expensive system of church 
schools, when the State schools are free and so efficient, is a wide- 
spread feeling that religious education, to be of force and value, must 
be given with the same care and efficiency and at the same stage of 
the child's development as secular education. 

II. STATISTICAL. 

The following brief table of statistics will show the number of 
schools in session during the last biennium; their location, number 
of teachers, highest enrollment, and average attendance. All of 
them give four years of regular high-school work, and the first six 
give, in addition, two years of college work in education to prepare 
teachers for the public schools, where there is always a great de- 
mand. The Brigham Young University offers full college courses 
and confers degrees. 



EDUCATIONAL WORK OF THE CHURCHES. 
Statistics of Latter-Day Saints' schools. 



41 



Name. 



Location. 



Number 

of 
teachers. 



Enroll- 
ment. 



Average 
attend- 
ance. 



Brigham Young University 

Brigham Young College ..." 

Dixie Normal College 

Snow Normal College 

Ricks Normal College 

Weber Normal College 

Big Horn Academy 

Cassia Academy 

Emery Academy 

Fielding Academy 

Gila Academy 

Knight Academy 

Latter-Day Saints' University High 
School. 

Murdock Academy 

Millard Academy 

Oneida Academy 

Snowflake Academy. 

St. Johns Academy 

San Luis Academy 

Unitah Academy 

Juarez Academy * 



Provo, Utah 

Logan, Utah 

St. George, Utah 

Ephraim, Utah 

Rexberg, Idaho 

Ogden, Utah 

Cowley, Wyo 

Oakley, Idaho 

Castle Dale, Utah 

Paris, Idaho 

Thatcher, Ariz 

Raymond, Alberta, Canada. 
Salt Lake City, Utah 



Beaver, Utah 

Hinckley, Utah 

Preston, Idaho 

Snowflake, Ariz. 

St. Johns, Ariz 

Manassa , Colo 

Vernal, Utah 

Colonia Juarez, Chihuahua, 
Mexico. 



85 
34 
25 
13 
25 
22 
7 

( 

7 

10 
9 

S 
43 



1,410 
924 
403 
332 
473 
518 
118 
165 
109 
250 
226 
202 

2,141 

201 

174 
227 
138 
86 
73 
225 



1,307 
686 
372 
238 
401 
422 
110 
152 
90 
214 
167 
154 

1,296 

160 
150 
213 
116 
77 
55 
156 



J Not reported. 

The total disbursements for these schools for the biennium 
amounted to $1 ,208,784.78. 

The church also maintains eight theological seminaries and has 
authorized the establishment of seven more next year. These are 
classes held in small buildings owned by the church and located as 
near as possible to large State high schools, where a great many Latter- 
Day Saint children attend. The church furnishes a competent teacher 
who teaches the Bible to the high-school students at such periods 
during the day as will not interfere with their other lessons. The 
students get credit toward graduation for this work ; otherwise there 
is no connection between the two. 

In our missions on the islands of the Pacific about 40 small schools 
are maintained by missionaries and others. Most of these schools 
are small, but the Maori Agricultural College, in New Zealand, is 
an institution having a large enrollment of native young men. 

Many other institutions of an educational character, such as Sun- 
day schools, Young Men's Mutual Improvement Associations, pri- 
mary associations, religion classes, etc., which are taught by vol- 
unteer teachers without pa} 7 , are maintained b} 7 the church, and most 
of its members belong to two or more of them. This organization 
calls into action nearly every member, as a host of teachers and of- 
ficers are required to do this vast amount of work with its study 
and planning and responsibility to secure success in each individual 
case. This is a comprehensive system of practical education in social 
activities and public duties. Special courses are prepared for each 
organization, and each has a field of its own, while all together form 
a well-balanced whole. 



42 BIENNIAL SURVEY OF EDUCATION, 1916-18. 

III. TEXTBOOKS USED AND COURSES OFFERED. 

• Contemporaneous with the State, the church schools adopt uni- 
form textbooks, which it does eveiy five years, and follow closely the 
books adopted by the State. This is done in the interest of economy 
and efficiency, as we get a reduced price and adopt the latest and best 
texts. It also makes the work more uniform throughout this widely 
scattered system of schools. 

The courses offered are similar to those given in State high schools, 
and include work in English, history, mathematics, languages, art, 
music, etc., and a liberal amount of industrial work. In fact, we 
claim to be pioneers in vocational school work, for as far back as 1877 
President Brigham Young provided in a deed of trust, giving a large 
tract of land to the college at Logan which bears his name, that 
agriculture and mechanic arts as well as sewing and cooking should 
be taught to the students of the institution, and he hoped that the 
funds of the school would grow until it could give to each man 
graduating from it $500 with his diploma to buy a team, wagon, and 
plow to enable him to go at once to work in the soil, so close were 
theory and practice connected in his mind. This impress has fol- 
lowed all our church schools until the present time. 

IV. HOME PROJECT WORK. 

The most important development in our school system during tho 
biennium is Avhat we call our home project work. It came about to 
meet a need of rural high schools, which are nearly all situated in 
farming districts. From the beginning, a great many young men 
and young women have been prevented, by the press of home work, 
from entering school when it began in the fall, or remaining until it 
closed in the spring, and, therefore, many of them would not enroll at 
all, and those who did were under a handicap. Winter courses were 
provided to meet this condition, but they overloaded the teachers 
witli school work, as extra teachers could not be hired for a short 
winter term. Holding school on Saturdays and thus shortening the 
school year, was tried for a number of years, but this proved too 
strenuous for both teachers and students. 

At length it was decided to shorten the school year two months, 
allowing the students a month longer at home in the harvest field 
in (lie fall, and another in the spring for plowing and planting. 
During the winter, book work is emphasized and classes are arranged 
so that the students can earn three units of credits, mostly in the 
intellectual, or cultural subjects. In the industrial subjects the stu- 
dents are assisted in projecting the work they will have to do at home 
during the summer, besides learning the fundamental principles of 
each subject taken. These home projects are properly prepared and 



EDUCATIONAL WOEK OF THE CHURCHES. 43 

passed on by the teacher, then, after school closes for summer vaca- 
tion, the teachers of industrial subjects visit the homes of the stu- 
dents once a week to see how the work is progressing. About one 
hour a day of study or reading is required during the summer, and 
for this work and study, one unit of credit is allowed, making it 
easy for each students to earn his regular four units of credit each 
year, and to graduate in four years, prepared to enter college, or the 
world of work. 

The visiting teachers check up carefully on the home work, evaluat- 
ing it as they do work done in school. They give the best expert 
advice concerning the care and treatment of crops, or stock, or cook- 
ing, or sewing, etc. Students give weekly reports to their teachers, 
who forward to the superintendent monthly reports of all the 
achievements of students. 

Besides this work, the teachers check up on the social and church 
activities of students and keep a record of the number and kind of 
amusements attended, the religious services, church work, charities, 
those who attend regularly to their prayers, abstain from using 
tobacco, liquor, etc. This maintains the school standards throughout 
the whole year, and the boy who quits smoking to enter school does 
not resume the habit as soon as school closes. Xot 1 per cent of our 
boys smoke after being in our schools a few weeks. When they live 
for four years in this way the force of the habit tends to keep them 
in line continually. 

Some of the good results of this work, which was first tried out 
two years in one of our schools and is now required in all our rural 
schools, may be summed up as follows : 

A much greater number of young people go to school. 

All are able to earn full school credits and graduate in four years, 
as in the old way. 

Labor is dignified and made more scientific and efficient. 

Study is made more practicable and productive. 

The school and home are brought closer together to the vast 
improvement of both. 

The moral and social instincts are guarded and guided, and the 
high standards of the school maintained throughout the whole year. 

Parents get the help of their sons and daughters for two more 
months in the year, and when it is most needed, which obviates the 
employment of transient labor, which is often unsatisfactory and 
even dangerous. 

Better and more crops are raised, and all home work is improved. 

It educates toward the farm instead of the city and prepares the 
children to take their parents' places on the farms, so that our best 
farms do not fall into the hands of foreigners, because parents from 



44 BIENNIAL SUEVEY OF EDUCATION, 1916-18. 

the farms have sent their children to schools in cities for so many 
years that the children lose their love for the farm and refuse to 
live there. 

While the experiment is still in its infancy, we have great hopes of 
it as solving some important problems of the home and school. 



ROMAN CATHOLIC SCHOOLS. 

By Patrick J. McCoemick, 

Professor of Education, Catholic University of America. 

The Catholic school system in the United States at present em- 
braces elementary or parish schools, high schools, academies, colleges, 
ecclesiastical seminaries, universities, and a great variety of schools 
of a special or vocational type, such as novitiates, normal schools, in- 
dustrial schools, schools for Indians, Negroes, orphans, etc. The 
elementary schools represent by far the largest division of the sys- 
tem. They are now established over the entire country, and are most 
numerous naturally in those dioceses where the Catholic population 
is greatest. A substantial growth is noticeable every year in their 
number and enrollment. Secondary and higher education has also 
consistently expanded in recent years, the biennium of 1916-18, in 
spite of war conditions, having been no exception. As there are im- 
portant points of difference to be noted in the administrative arrange- 
ments for the various departments of the system each of them is re- 
viewed separately in this report. 

PARISH SCHOOLS. 

The Catholic Church in the United States consists of 14 arch- 
dioceses and 87 dioceses. Each of these administrative divisions of 
the church in this country has its elementary schools. The total of 
these schools for 1917-18 was 5,748, a gain of 151 over the preceding 
year, 1916-17. The total of pupils was 1,593,407, an increase of 
95,060 pupils in one year. The statistics in detail for each diocese 
may be found in the Official Catholic Directory (Kenedy, X. Y.). 

The ordinary unit of administration for the elementary schools is 
Ihe diocese. All parish schools consequently come under the imme- 
diate jurisdiction of the bishop, the head of the diocese. This is 
similar to the public-school system in which the administrative unit 
ig the State. The diocesan systems are usually presided over by school 
boards and superintendents, or other officers appointed by the bishop 
of the diocese, another point of resemblance to the State system in 
the United States, whose ordinary governing authorities in school 



EDUCATIONAL WORK OF THE CHURCHES. 



45 



matters are State education boards and superintendents. The fol- 
lowing table shows the personnel of the diocesan school boards and 
officials for 1917-18 : 



DIOCESAN SCHOOL BOARDS AND SUPERVISING OFFICERS. 

[Archdioceses are indicated b}^ an asterisk (*).] 



New Orleans. 



Ecclesiastical 
province. 


Diocese or 
archdiocese. 


Title of governing board and number 
of members. 


Name and title of supervising 
officer. 


'"oKimore .... 


Richmond 

Wheeling 


Examiners of teachers (2) 


Rev; Lawrence Brown su- 




Examiners of schools: 

For Baltimore (4) 


perintendent (Baltimore 
city). 




For Washington (4) 






For rural districts (4) 






Examiners of schools: 

Northern and western district (2) . 

Southern and eastern district (2) . 
Examiners of schools: 

3 district boards (1, 2, and 2) 

School board (4) 






Wilmington 

*Boston 




Boston 




Rev. Augustine F. Hickey, 
S. T. L., supervisor of 
schools. 




Burlington 

Fall River 

Hartford 


School board (3) 




Diocesan school visitors (2) 








Rev. W. J. Fitzgerald, 
S. T. L., diocesan super- 
visor of schools. 




Portland 


School visitors (4) 




Providence 


Examiners of teachers (3) 






Examiners of schools (S) 






School board (13) 








Rev. John F. Conlin P R 


Chicago 


Alton 


Diocesan school board (6) 


diocesan school visitor; 
Rev. P. F. Doyle, assistant 
diocsan school visitor. 




Belleville 


Diocesan school board (7) 








Diocesan school board (3) . . . 






Rockford 


School board: 

4 district boards (6, 4, 4, and 4). . 
School board (5) 




Cincinnati 


Columbus 


Rev. John P. Curran, super- 
intendent of schools. 




Detroit 


Examiners of teachers (6) 




Fort Wayne 


School board: 

6 district boards (15, 12, 3, 3, 3, 
and 3). 
Diocesan school board (9) 


Rev. A. E. Lafontaine, su- 






perintendent of schools. 
Rev. William A. Kane su- 




Louisville 

Nashville 

Toledo 

Lincoln 


School board (6) 


perintendent. 




Schoolboard (10) 






•Examiners of teachers and diocesan 

school board (7). 
School board (7) 


Rev. S. A. Stritch, D. D., su- 
pervisor of diocesan schools. 


Dubuque 


School board (10) 




Diocesan school board (3) 






Omaha 


Diocesan examiners of teachers (10) . 
Diocesan school board (10) 






Sioux City 

La Crosse 

Marquette 

^'Milwaukee 






Diocesan school board (6) 




Milwaukee 


Diocesan school board (4) 

School board (7) 


Rev. P. Grosnick, secretary 
and superintendent. 




School commission (7) 






Diocesan school board (8) 





Superior ■ School commission (3). 

Dallas. 



Galveston ! Diocesan school board (3) . 

Little Rock ! Diocesan school board (7). 



Mobile ! Diocesan school board (6) 

*Ne\v Orleans i Catholic board of education (15) (10 

J ecclesiastics, 5 laymen). 



Rev. L. J. Harrington, school 
examiner. 

Rev. J. B. O'Leary, diocesan 
director of schools. 

Rev. Thomas V. Tobin, su- 
perintendent. 

Rev. L. J. Kavanagh, super- 
intendent. 



46 BIENNIAL, SURVEY OF EDUCATION, 1916-13. 

DIOCESAN SCHOOL BOARDS AND SUPERVISING OFFICERS— Continued. 



Ecclesiastical 


Diocese or 


Title of governing board and number 


Name and title of supervising 


province. 


archdiocese. 


of members. 


officer. 


New York 


Albany 


Diocesan school board (11) 


Rev. Joseph A. Dunney, in- 
spector of schools. 










Brooklyn 


Kings County school board (20) 


Rev. Joseph V. S. McClancy, 
inspector of schools. 










Queens County school board (5) 








Nassau County school board (4) 








Suffolk County school board (5) 






Buffalo 


Diocesan school board (6) 


Rev. Francis T. Kanaley, su- 
perintendent of parochial 














schools. 




Newark 


School board (18) 


Rev. John A. Dillon, super- 
intendent of schools; Rev. 














William F. Lawlor, assist- 








ant superintendent of 








schools. 




♦New York 


New York City and Yonkers school 


Rev. Joseph F. Smith and 






board (23). 


Rev. Michael J. Larkin, su- 
perintendents of schools. 






Westchester County school board (5). 








Orange and Rockland Counties 


- 






school board (5). 








Ulster and Sullivan Counties school 








board (4). 








Putnam and Dutchess Counties 








school board (4). 




New York 


Ogdensburg 


S mool board (5) 





Rochester i School board (2) 



Syracuse . 
Trenton.. 



Oregon 

Philadelphia . . 



Ruthenian- 

C.reek. 
8t. Louis 



St. Paul. 



Sj.ii Francisco. 



Santa Fe. 



♦Oregon City 
Erie.. 



Harrisburg 

♦Philadelphia. 



Pittsburgh. 



Concordia 

Kansas City.. 
Leavenworth . 

♦St. Louis 



Wichita. . . 
Bismarck. 
Crookst on. 



Duluth. 

Fargo . . 



St. Cloud 

*Sl. Paul 

Sioux Falls 

Winona 

Monterey-Los An- 
geles. 
*San Francisco 



Denver. 



S:hoolboard(7). 



Examiners of teachers (3). 



Diocesan school board (6) . 



School board (11) 

Diocesan school board (11) . 



Examiners of school teachers (10). 



Diocesan school board (23). 
Diocesan school board (3) . , 



Rev. Joseph S. Cameron, su- 
perintendent of schools. 

Rev. Charles F. MeEvoy, su- 
perintendent of schools. - 

Rev. William J. McConnell, 
superintendent of paro- 
chial schools. 

Rev. Edwin V. O'Hara, 
diocesan superintendent of 
schools. 

Rev. JohnM. Gannon, D. D., 
D. C. L., superintendent of 
schools. 

Rev. John E. Flood, super, 
intendent of parocia 
schools; Rev. William P- 
McNally, assistant super" 
intendent. 

Rev. Ralph L. Hayes, super- 
intendent of schools. 



Diocesan school board (5) 

Diocesan school board (6) , 

Diocesan school board (10) 

Diocesan high-school board (3) . 
Diocesan school board (14) 



Diocesan school board (4) . 
Parochial school board (5). 
SJioolboard(9).. 



SAool board (11). 



Diocesan school board (5) 

S.'hool board (6) 

Diocesan school board (5) 

School board (7) 

Inspectors of diocesan schools (8) . . . 



School board (4). 



Rev. Patrick Dooley, super- 
intendent of schools. 



Rev. John P. Funk, diocesa 
superintendent of schools. 

Very Rev. J. Baker, V. G., 
inspector of schools. 



Rev. Ralph Hunt, S. T. L 
superintendent of schools. 



It will be observed that of the 14: archdioceses, and 87 dioceses, a 
total of G7 have some form of school supervision provided. T\\\> is 
more remarkable since many of the dioceses owing: to the scattered 



EDUCATIONAL WORK OF THE CHURCHES. 47 

condition of the Catholic population have very few schools. The 
diocese of Cheyenne, for example, with a Catholic population of 
19,000, 18 churches and resident priests^ and 27 mission churches has 
only 2 parish schools. The diocese of Baker City, with a Catholic 
population of 7,359, 22 churches and resident priests, and 26 mission 
churches, has only 6 schools. Ten dioceses have each less than 10 
schools; 22 have each less than 20. The number, therefore, of those 
having some form of school supervision among the dioceses with a 
considerable school enrollment is proportionately very high. 

There has been a notable increase in the number of supervisory 
officers for the parish school systems. Former reports have men- 
tioned the steady increase in the ranks of diocesan superintendents, 
but there have been no published accounts of the increasing number 
of community inspectors who are to-day the most important auxili- 
aries of the diocesan superintendents. These inspectors are members 
of the teaching communities appointed to supervise the schools of 
their respective communities. While many of them cover a wide ter- 
ritory in their work of inspection, many others are limited to the 
schools of their community situated in a diocese. All of the large 
communities engaged in elementary school work have their in- 
spectors. In recent years it has become a matter of diocesan organi- 
zation to have local or diocesan inspectors for each diocese. These 
latter usually constitute a board of inspectors under the chairman- 
ship of the diocesan superintendent and cooperate with the latter 
official in the supervisory work of the diocese. An idea of their num- 
ber may be had from the lists published in the reports of the super- 
intendents. In Philadelphia, for example, there were 15 of these 
inspectors in 1917-18, and in Xew York, 17. The diocese of Hartford 
had three inspectors for one teaching community. The results of the 
community inspector's efforts have been so gratifying that it is safe 
to predict that their appointment will become a universal practice in 
the Catholic system before many years. 

HIGH SCHOOLS. 

No other department in the Catholic school system has attracted 
more general attention in the past decade than the secondary. A 
marked activity has set in in the various teaching communities to 
meet the increasing need for high schools created both by the rapidly 
growing parish-school system on the one hand and the colleges 
on the other. The entrance into the field of the parish high school 
and the central high school, the latter for the accommodation of the 
children of a larger section or of a group of parishes, has had a 
pronounced effect on the movement, 

The proceedings of the Catholic Eductional Association for the 
past 10 years bear witness to the interest manifested in the move- 



48 BiEnnsriAL survey of education, ioie-18. 

ment by Catholic educators and their concern for its proper control 
and direction. Two important reports (1912 and 1915) have been 
submitted to the association by the committee on secondary educa- 
tion appointed to study the movement. The later (1915) showed that 
there were 1,276 Catholic secondary schools in the United States. 
Of these 473 were for boys and girls ; 125 were exclusively for boys ; 
577 were exclusively for girls; 100 were connected with colleges. 
They enrolled in the year reported a total of 74,538 pupils, 34,798 
of whom were boys and 39,740 were girls. A more detailed study 
of the high schools containing boys showed that of the 438 schools 
investigated, all but 29 were directly connected with one or more 
parish schools. This was not found to be true of the high schools 
for girls. Of the 577 schools listed only 165 had any parish con- 
nections, the majority being academies conducted independently of 
the parish schools by the teaching communities. 

Abundant evidence shows that the high-school movement is spread- 
ing rapidly. A comparison of the two reports mentioned above in- 
dicates this. As compared with the 1912 figures of 310 high schools 
containing boys, the 1915 report designates 599 — a very substantial 
increase. Many other indications point to their annual increase in 
number and efficiency. 

Since the year 1912 the Catholic University of America, Washing- 
ton, D. G, has undertaken to affiliate Catholic high schools which 
are able to meet certain standard requirements in teaching staff, 
equipment, and courses of study. This movement has spread every 
year and in 1918 the list of affiliated high schools contained 144 
institutions distributed according to States as follows: Alabama, 2; 
Colorado, 2; Connecticut, 3; District of Columbia, 1; Florida, 3; 
Georgia, 2 ; Illinois, 5 ; Indiana, 3 ; Iowa, 11 : Kansas, 3 ; Kentucky, 5 ; 
Louisiana, 1 ; Maryland, 1 ; Massachusetts, 5 ; Michigan, 2 ; Minne- 
sota, 4; Missouri, 9; Nebraska, 2; New Jersey, 1; New York, 3; 
Ohio, 22; Oklahoma, 3; Oregon, 2; Pennsylvania, 22; South Dakota, 
1; Tennessee, 2; Texas, 15; Virginia, 1; Washington, 2; Wisconsin, 
G. Annual examinations are set for all affiliated high schools by the 
university, the pupils receiving their credits on the basis of their 
standing in them. 

COLLEGES. 

Institutions listed as colleges for men in the Official Catholic Di- 
rectory for 1918 number 217. or one more than for the preceding 
year. As may be seen from the statistics of enrollment to be found 
in Volume II of the Report of the United States Commissioner of 
Education not all of these institutions have students of college grade. 
Ten years ago (1908) a report on Catholic colleges for men was sub- 
mitted to the Catholic Educational Association which showed that in 



EDUCATIONAL WORK OF THE CHURCHES. 49 

a list of 116 there were 16 institutions which had no students above 
the high school. There has undoubtedly been an increase in the num- 
ber of Catholic colleges in recent years. The total in the directory, 
however, must include other institutions besides colleges. A list 
supplied by the Catholic Educational Association for this report 
contains a total of 176 colleges, of which 35 are women's colleges. 
Almost all of these institutions are members of the college depart- 
ment of the Catholic Educational Association. 

Most of the colleges for men and all of those for women are con- 
ducted by the teaching orders and communities. About 14 colleges, 
like Mount St. Mary's, Emmetsburg, Md., one of the oldest Catholic 
institutions in the United States, are conducted by members of the 
secular clergy. Some of them, however, properly belong to the group 
of preparatory seminaries. 

PREPARATORY SEMINARIES. 

The preparatory seminary is really a college open to aspirants to 
the priesthood whose courses prepare for entrance into the larger 
or theological seminary. Frequently it bears the name " cathedral 
college, 7 ' as in New York City and Chicago, where the institution 
is conducted by archdiocesan authority and is open to students from 
the archdiocese who aspire to enter the secular priesthood. Its 
course is chiefh 7 classical and extends over five or six years. Occa- 
sionally- this institution is to be found in a diocese which has no 
theological seminary of its own, as, for example, the diocese of Hart- 
ford. Again it forms the classical department of the larger seminary 
as in Milwaukee and San Francisco and is not distinguished as a 
separate institution. In the United States there are 15 preparatory 
seminaries for the secular clergy situated in the archdioceses of Chi- 
cago, Milwaukee, Philadelphia, New Orleans, New York, St. Louis, 
and in the dioceses of Brooklyn, Cleveland, Detroit, Galveston, Hart- 
ford, Little Rock, Omaha, Rochester, and San Antonio. 

The preparatory seminaries are, as a rule, diocesan institutions, 
and are taught by the members of the secular clergy. St. Charles' 
College, Catonsville, Md., has the same educational purpose as the 
preparator} T seminary but is not diocesan in its organization or con- 
trol. It is conducted by the Fathers of St. Sulpice and is the clas- 
sical department of St. Mary's Theological Seminary, Baltimore, Md. 

THEOLOGICAL SEMINARIES. 

The theological seminary offers, as a rule, two years of philosophy 
and four years of theology. This institution is the lineal descendant 
of the old episcopal or cathedral school which goes back to the early 
days of Christianity as the first school for the training of the clergy. 



50 BIENNIAL SURVEY OF EDUCATION, 1916-13. 

It was revived by the Council of Trent in the sixteenth century and 
made obligatory throughout the Catholic world. In this country 
there are 23 institutions of this kind, situated in the archdioceses of 
Baltimore, Boston, Cincinnati, Milwaukee, New York, Philadelphia, 
St. Louis, St. Paul, San Francisco; and in the dioceses of Altoona, 
Brooklyn, Buffalo, Cleveland, Columbus, Denver, Detroit, Galveston, 
Indianapolis, Little Rock, Newark, and Rochester. 

With the exception of three all of the theological seminaries are 
conducted by the members of the secular priesthood drawn for the 
most part from the clergy of the diocese. The largest theological 
seminary in the United States — St. Mary's Seminary, Baltimore, 
Md. — is under the charge of the Fathers of the Society of St. Sulpice, 
a community of secular priests having for its purpose the education 
of the secular clergy. They also conduct St. Patrick's Seminaiy, 
Menlo Park, Cal. At Baltimore 330 students were enrolled in 
1917-18. These came from all parts of the United States. 

SEMINARIES OF RELIGIOUS ORDERS. 

The Official Catholic Directory enumerates 106 seminaries for the 
year 1917-18. The preparatory and theological seminaries number 
38; the remaining 68 seminaries are the training schools of the 
religious orders of men. Intended for the recruits of the respective 
orders or communities they are conducted hy the religious organiza- 
tions themselves and present certain distinguishing characteristics 
owing to the peculiar constitution or function of the organization 
they serve. The Jesuits, for example, have their novitiates and 
scholasticates; the Congregation of the Lloly Cross has its novitiates 
and seminaries; the Marists have their seminaries and colleges. All 
the orders, however, whose members become priests, give the candi- 
dates for admission to their ranks a course having this at least in 
common that it embraces the classical or college courses, philosophy, 
and theology. In a certain sense their institutions correspond to 
the preparatory and theological seminaries intended for recruiting 
the secular clergy. 

UNIVERSITIES. 

A total of 22 Catholic institutions in the United States are desig- 
nated in the Official Catholic Directory as universities. These insti- 
tutions arc for the most part conducted by the religious orders and 
congregations. The Society 7 of Jesus, or Jesuits, conducts 12, viz, the 
University of Detroit, Detroit, Mich.; St. Mary's University, Gal- 
veston, Tex.; Creighton University, Omaha, Xebr. : Gonzaga Uni- 
versity, Spokane, Wash.; Georgetown University, Washington, 
D. C. ; Loyola University, Chicago, 111.; Marquette University, Mil- 



EDUCATIONAL WORK OF THE CHURCHES. 51 

waukee, Wis.; Loyola University, New Orleans, La.; Fordham Uni- 
versity, New York, N. Y. ; St. Louis University, St. Louis, Mo. ; St. 
Ignatius University, San Francisco, Cal. ; University of Santa Clara, 
Santa Clara, Cal. The Vincentians, or Fathers of the Congregation 
of the Mission, operate three, viz, Niagara University, Niagara 
Falls, N. Y. ; De Paul University, Chicago, 111.; and the University 
of Dallas, Dallas, Tex. The Benedictines conduct two, viz, the 
Catholic University of Oklahoma, Shawnee, Okla., and St. John's 
University, College ville, Minn. The Holy Cross Fathers conduct 
two, viz, Notre Dame University, Notre Dame, Ind., and Columbia 
University, Portland, Oreg. The Fathers of the Holy Ghost con- 
duct Duquesne University, Pittsburgh, Pa. St. Mary's University, 
Baltimore, Md., is conducted by the Sulpician Fathers. The Cath- 
olic University of America, Washington, D. C, founded by Pope Leo 
XIII, and ranking as a pontifical university, is conducted by the 
Catholic hierarchy of the United States. 

Detailed statistics in regard to faculties, departments, enrollment 
of students, etc., may be found in Volume II of this document. 

NOVITIATES AND NORMAL SCHOOLS. 

The novitiate or training school for the members of a religious 
community has already been mentioned in connection with the semi- 
naries of the religious orders. As this institution is common to all 
religious congregations, those of priests and brothers, as well as those 
of sisters, it needs to be noted again as perhaps the most common 
type among the schools of a special or vocational character. The 
brothers of the Christian Schools (Christian Brothers), for example, 
in each of their four provinces for the United States have a school of 
this kind, called in one instance, Ammendale Normal Institute (Am- 
mendale, Md.) for the province of Baltimore; and in another, St. 
Joseph's Normal College (Pocantico Hills, N. Y.) for the province 
of New York. The Brothers of Mary, another teaching community, 
has its novitiate in Mount St. John, Dayton, Ohio, and a scholasti- 
cate in Mount St. John Normal School, also in Dayton. 

The novitiate gives that training required by the community to fit 
its members for the religious life. In the case of teaching commu- 
nities, however, additional training is provided for the preparation 
of the teacher. This holds both for the communities of men such as 
the brotherhoods, and the communities of women such as the sister- 
hoods. The course closely corresponds to that of the normal school. 
Lest the impression be had that this school is of recent origin, or that 
the practice of giving a normal course to Catholic teachers is new in 
this country, it may be observed that the maintenance of such a 
school has been a matter of obligation in all teaching communities 
since the Third Plenary Council of Baltimore held in 1881. 



52 BIENNIAL SURVEY OF EDUCATION, 1916-18. 

Iii addition to the normal-school course given before the novice 
enters upon his teaching career, a number of communities conduct 
summer schools and institutes in the novitiates for the improvement 
of teachers in the service. The summer-school courses usually con- 
tinue for five and six weeks. 

Catholic universities have in recent years offered summer courses 
to teachers and these have been largely attended by the religious. 
In 1918 such summer sessions were held at Creighton University, 
Marquette University, Notre Dame University, and the Catholic 
University of America. It may be of interest to note that in the 
latter institution the summer session is conducted under the auspices 
of the Catholic Sisters College; it is open only to religious and lay 
women> and is chiefty attended by the former. 

Normal schools for lay women are also found in the Catholic 
system. Conspicuous examples are the Academy and Normal School 
of the Holy Names of Jesus and Mary, Seattle, Wash., and Holy 
Names Academy and Normal School, Spokane, Wash., conducted 
by the Sisters of the Holy Names ; St. Catherine's Normal Institute, 
Baltimore, Md., conducted by the Sisters of the Holy Cross, and the 
Catholic Normal School, Milwaukee, Wis., which had a faculty of 
six priests and three laymen in 1917-18. As these institutions are 
at present classified with the academies and colleges it is impossible 
to designate their exact number. 

SCHOOLS FOR INDIANS. 

Catholic schools for the education of Indian children numbered 
in 1917-18, 63. They include 8 da}^ and 55 boarding schools, and in 
many instances offer industrial and agricultural training. Of the 
boarding schools, 3, located in Alaska, receive some support from 
public funds, in the form of salaries paid certain of their teachers. 
Of the remaining boarding schools, 14 are partly supported, not out 
of public funds, but out of Indian tribal funds. The balance of these 
schools (38) are entirely supported by the church, as is the case with 
all the day schools. 

SCHOOLS FOR NEGROES. 

Catholic schools for Negroes include parish establishments, agri- 
cultural' and industrial schools and some colleges. The} 7 represented 
a total of 132 in 1917-18. These schools are supported by endow- 
ments and by the voluntary offerings of Catholics collected and dis- 
tributed through the Catholic Board for Mission Work among the 
Colored People, and the Commission for Catholic Missions among 
the Colored People and Indians, 



EDUCATIONAL WORK OF THE CHURCHES. 53 

SCIIpOLS FOR ORPHANS. 

Another class of schools of a special character, comprising a con- 
siderable number of educational establishments in the United States, 
are the schools for orphans. Only 11 of the dioceses of the country 
were without orphan asylums in 1917-18. Two dioceses, viz, Phila- 
delphia and Newark, had as many as 15 each. In all the dioceses 
there were 297 orphan schools, accommodating 46,474 children. This 
total, taken from the Official Catholic Directory, includes the re- 
formatories. 

A notable feature of the education of the orphan for many years 
has been the industrial training, the aim of the Catholic authorities 
having been to send the young man or woman into the world at the 
completion of his training as a self-supporting and industrious mem- 
ber of the community. A similar purpose has actuated those charged 
with the work of reforming the wayward; many of these protec- 
tories being now in fact as well as in name industrial schools of a 
high degree of efficienc}^. 

Among other schools of a special character which are annually in- 
creasing in number are those for the deaf and dumb, for the blind, 
for the feeble-minded, for most of which no general statistics are 
available. The schools for the deaf and dumb now number 12. 

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